teach

老师们很好，并且课程很有趣。

错误在不能用must not,应改为：can"t 因为在英语中,用情态动词表示推测，把握很强时否定只能用can"t.

教材 。。。。。。

不用，特指某个人才用，the doctor是全意是，这个医生

atomosphere 一种氛围 in such an atomesphere, all the students feel respected...在这样一种氛围里... 要用where表环境、地点。

这种问题，肯定编译都通不过。这个方法没有在AccpTeacher这个类中定义。你看看：1：有没有引用对类2：是不是方法名敲错了都check一下哈。

helpful与其他两个不一样，因为它是形容词，其他两个是动词，所以不相同。

1.confused2.are combinated3.forbids4.prohibited5.aroused6.roused7.identified8.realize9.recognized10.specify

我也不太懂dougie是什么意思，大概可能也许是摇摆的意思

Cali Swag Distric是美国著名的说唱组合，这首《teach me how to dougie》为现billboard榜上的热门单曲，该组合即将发行一首新单曲，其中采样了独一无二的迈克尔·杰克逊（Michael Jackson）。Cali Swag District"s hit "Teach Me How to Dougie" is based on the "Dougie" dance, which first appeared in Texas and is noted for its leaning stances, shoulder and arm movements他曾表示，他的这段舞步的灵感来自于一度非常流行的《教我如何骚》(Teach Me How to Dougie)，这就是他犹如电动马达般抖动胸肌的原因。而他还效仿小孩跳舞，加入了抖动胳膊和挥动手腕的动作。

祖师爷的意思！

carefully，副词。你上课经常认真听老师讲课吗？是的。

listen to the teacher 听老师说

作为教师志愿者还是志愿者教师？

歌曲名:The Teacher歌手:Ralph Myerz And The Jack Herren Band专辑:Sharp Knives & Loaded GunsThe TeacherRalph Myerz And The Jack Herren Band<Sharp Knives & Loaded Guns>She"s in front of me in the first rowShe"s got blue eyes, and she always say"s noshe is in love, but not with meI send her notes, but she doesnt replyShe seems to think i always get highShe is in love, but not with meShe"s in love with the teacher oh-oh-ohShe is in love with the teacher and not with me.our teacher is twenty years oldnice body, or so i"ve been toldshe is in love, but not with meHe"s so cool, he"s the manhe even plays in a rock and roll bandShe is in love, but not with meShe"s in love with the teacher oh-oh-ohShe is in love with the teacher and not with me.She"s in love with the teacher oh-oh-ohShe is in love with the teacher and not with me.I"m just a kid, I"m only 16kinda chubby, you know what i meanShe is in love, but not with meI dream of her,every nighti wanna kiss her and hold her tightshe"s in love, but not with meShe"s in love with the teacher oh-oh-ohShe is in love with the teacher and not with me.......by: XZWhttp://music.baidu.com/song/2894522

Thunderstruck - Owl City,Sarah RussellI feel you glowing in the darkWhen I collapse into your armsI"m just a stranger in the starsCause somehow it seems when I am with youThat all of my dreams begin to come trueAnd carefully you carry me awayI"ve never felt so wide awakeCause I"m wonder struckI love how you take my breath awayI"m thunderstruckTo tell you the truth I"m so afraidThat I"m out of luckI love how you take my breath awayI"m thunderstruckI chase the phantoms down the hallI felt the floorboards rise and fallI lost and never loved at allI find in the days when you"re in my dreamsThe orchestra plays the prettiest themesAnd carefully you carry me awayI"ve never felt so wide awakeCause I"m wonder struckI love how you take my breath awayI"m thunderstruckTo tell you the truth I"m so afraidThat I"m out of luckI love how you take my breath awayI"m thunderstruckWoah I"m leaving the world behindFulfill my dreamsOh and my dreams are shatteredWoah I"m over the moon tonightFulfill my dreamsOh and my dreams are shatteredCause somehow it seems when I am with youThat all of my dreams begin to come trueAnd carefully you carry me awayYou take my breathe breatheWhen I"m with youFulfill my dreamsYou fulfill my dreamsAnd my dreams are shatteredWhen I look at youMy dreams are shatteredWhen I look at you

不好好学习，就爱玩游戏

不知道

基于成果的教育

作者：Jeremy Harmer 简介： An introduction to the practice of English language teaching How to Teach English is for teachers at an early stage in their careers and for teachers preparing for examinations such as The Certificate in English Language Teaching to Adults or The Certificate in TESOL. This book gives clear examples and explanations of current teaching practice which teachers can put into immediate use. How to Teach English offers: ideas on what makes a good teacher and what makes a good learner descriptions and examples of language teaching methods. and a new model of good leaching practice-the "ESA"model an essential introduction to grammar teaching sequences for grammar, vocabulary, and the individual language skills ideas on the exploitation of textbooks and the planning of lessons a "What if?" review of common problems in the classroom a Task File of photocopiable training tasks appendices on equipment, further reading and phonetic symbols Jeremy Harmer is the author of the highly acclaimed and ever popular The Practice of English Language Teaching. 目录： Preface by Halliday Acknowledgements Introdction 1 How to be a good teacher What makes a good teacher? How should teachers talk to stueents? How should teachers give instructions Who should talk in class? What are the best kinds of lesson? How important is it to follow a pre-arranged plan? Conclusions Looking ahead 2 How to be a good learner Why is it difficult to describe a good learner? How imprrtant is the students"motivation? Who is responsible for learning? What is reponsible for learning? What"s special about teaching adults? How shoule we teach the sifferent levels? Conclusions Looking ahead 3 How to manage teaching and learnign How should teachers use their physical presence in class? How Should teachers use their voices in class? How SHould teachers mark the stages of a lesson? What different student groupings can teachers use? How can teachers evaluate the success or failure of their Lessons? Conclusions Looking ahead 4 How to descridb learnign and teaching 5 How to describe language 6 How to teach laguage 7 How to teach teading 8 How to teach writing 9 How to teach speaking 10 How to teach listening Conclusions Looking ahead 共济考研网考试用书

教师国培计划登录平台入口： http://www.teacher.com.cn/ 3月25日至3月29日，全国中小学教师继续教育网（以下简称“全国继教网”）承办的“国培计划（2018）”——河南省乡村教师工作坊研修项目工作坊主持人第三次集中培训（以下简称“国培计划第三次集中培训”）在湖南长沙圆满完成。南阳市镇平、方城、社旗、淅川、桐柏、南召、内乡七个项目县的工作坊主持人参与了本次培训。 一、开班仪式 　　3月26日上午，国培计划第三次集中培训开班仪式在长沙顺利举行。出席开班仪式的有南阳市教育局师训科主任科员孙继伟，全国继教网河南办事处主任王国强、教学教务总监路秀娟以及来自桐柏县教师进修学校的学员代表王静副校长。 　　孙老师对本地培训者团队的工作热情和学员的学习积极性给予了表扬，并提出要做好培训总结工作，促进培训工作更进一步。其次，孙老师期望参训教师能珍惜培训机会，认真学习，努力成长为优秀的培训者。最后，孙老师预祝本次培训活动圆满完成。 　　王主任代表全国继教网对南阳市教育局、县区管理员和参训教师表示热烈地欢迎；他强调2018年国培计划的顺利实施和圆满完成离不开每一位参与者的大力支持和辛苦付出，并对每一位参与者表示真诚地感谢，最后他对本次培训的课程安排进了简单介绍。 　　王校长作为工作坊主持人代表，她不仅汇报了本坊线上研修和线下集中研修活动的开展情况和实施成效，同时分享了培训过程中个人的收获和感悟。 二、颁奖仪式 “国培计划（2018）”——河南省乡村教师工作坊研修项目已圆满完成，在此期间涌现出一大批优秀管理团队和先进个人。为表彰先进，树立典型，全国继教网特评选了7个先进组织单位、46名优秀项目校校长、68名优秀工作坊主持人和1500余名优秀学员。 三、专题讲座 一个善于总结的人，总能不断取得进步；一个善于总结的团队，总能不断的突破创新。颁奖仪式结束后，优秀项目县管理员、项目校校长和工作坊主持人代表分别进行了项目总结汇报和经验分享。在本次培训中，他们不但起到了示范引领的作用，而且在引领培训的过程中也促进了个人的成长。 　　本次培训分别邀请了湖南省汨罗市教师培训中心副教授熊周蓉、长沙教育学院教授唐良平、湖南省中小学教师发展中心培训管理科科长黄佑生、湖南省益阳市桃江小学校长黄丽君等湖南省国培专家。专家们为参训教师分享了湖南省在教师培训方面的政策、方法和经验，为大家烹饪了一场理论提升和实践操作的营养大餐。 　　熊周蓉:培训中团队建设的设计与实施 所谓团队建设就是有着共同需求的人，结合在一起，为了共同的目标，发挥每个人的作用，最终达到团队目的，同时也促进个人的成长。熊老师从什么是团队建设、团队建设的对象、主题、步骤和创意这几个方面，和参训教师分享了团队建设的做法和经验。为参训教师以后的培训工作提供了诸多经典和示范案列。 唐良平：送教培训的理论与实践 唐老师作为长沙市中小学教师培训专家和教育部国培计划专家库专家分别从送教培训的顶层设计与具体实践两个方面阐述了送教培训如何实施才更有实效性，专业性，实用性。唐老师的讲座从专业的角度为参训教师以后的送教培训工作提供了理论支撑和操作方法，起到了很好的引领和启迪作用。 黄佑生：培训者的价值使命与基本修炼 黄老师从培训者的价值使命和培训者的基本修炼两个方面引导参训教师去思考：为什么要参加培训？为什么要成为培训者？为什么要去培训他人？用黄老师的话讲就是培训是在种福，是在让自己成为幸福的人，同时也帮助别人成为幸福的人。 　　“夫子循循然善诱人”，黄老师的讲课内容扣人心弦，又引人深思，课间休息期间孙老a师也积极向黄老师请教。 　　黄丽君：用心建坊，搭建成长平台 黄校长不仅分享了自己作为工作坊主持人带领坊员进行工作坊研修的经验和做法，同时还提到作为工作坊主持人一定要善于思考与实践，要让工作坊研修成为常态，研修成为行走方式，深度学习成为需要，最终培养出一批批优秀教师。参训教师在收获经验的同时，也被黄校长对教育事业的这份热爱和教育情怀所感动！ 专题讲座结束后，参训教师来到了长沙市望城区中小学教师发展中心进行考察学习。首先，参训教师在发展中心周国庆副主任的带领下参观了发展中心的各功能室。之后，周国庆副主任为参训教师详细介绍了望城区“研训一体”的教师培训的模式和方法。贴近一线教学实际，助力了教师专业成长。此次考察学习不仅开拓了参训教师的视野，同时为参训教师在区域教师培训方面提供了丰富的经验，具有重要的参考价值。 　　本次培训，参训教师聆听了湖南省国培专家们的精彩讲座，学习了湖南省教师培训的模式、做法和经验。希望本次长沙之行每一位参训教师都学有所获，能更加深刻地认识到作为教师培训者的使命和价值，继而不断超越自我、实现自我，最后希望每位参训教师都能成为幸福的人，然后培养出更幸福的人。

湖南教师发展网登录入口： https://sts.hnteacher.net/Login.aspx?ReturnUrl=%2f 7月8日-9日，2021年“国培计划”工作坊研修承办单位研讨会在湖南省中小学教师发展中心举行。来自省内外30家项目承办机构负责人、坊主团队代表参加了本次研讨会。研讨会采取先集中后分组的方式进行。集中阶段由省中小学教师发展中心远程培训与资源建设科科长陈益兰主持，省中小学教师发展中心党******、主任贾腊生致辞并为研讨会定下了主要基调：一是明确职责，二是加强沟通，三是做好管理，确保优质完成任务。随后，陈益兰科长对国培计划工作坊研修实施工作进行具体部署，对项目实施进度节点作出说明，对发展网平台提供研修课程进行了充分的阐述，最后对承办单位和研修平台的主要职责进行明确分工。“国培计划”工作坊研修项目首席专家陶佑钦，资深培训专家龙万国参加了会议。 分组研讨环节分设两个会场，其中自主选学试点项目组由项目指导专家黄朝霞教授、邓水平教授组织研讨。骨干校（园）长、骨干教师工作坊项目组由项目指导专家肖裔、冯辉梅教授主持讨论。与会代表围绕项目实施面临的困难和问题，意见和建议各抒己见、畅所欲言，为下一步项目实施工作的顺利开展打下了坚实的基础。 （1）、湖南省中小学教师发展网登录平台入口地址：https://sts.hnteacher.net/Login.aspx?ReturnUrl=%2f （2）、湖南省中小学教师发展网登录平台入口：https://sts.hnteacher.net/Login.aspx?ReturnUrl=%2f （3）、湖南省中小教师发展网管理平台登陆入口 （4）、湖南省教师发展网登录入口：https://sts.hnteacher.net/Login.aspx?ReturnUrl=%2f （5）、湖南教师工资标准表2021,湖南教师工资调整多少钱一个月 （6）、2021年湖南教师工资上调最新政策,湖南教师工资改革最新消息 （7）、2020年湖南教师工资待遇改革上调方案及调整时间标准细则 （8）、湖南乡村教师生活补贴政策及养老保险新规定 （9）、2021年最新湖南教师工资上调最新政策和标准 （10）、2020年湖南特岗教师工资待遇怎么样,湖南特岗教师工资一览表 ;

湖南教师发展网登录入口地址： https://sts.hnteacher.net/Login.aspx?ReturnUrl=%2f 6月24日，2021年湖南省普通高等学校师范类专业认证高级研修班在省中小学教师发展中心举办。省中小学教师发展中心党总支书记、主任贾腊生，省教育厅教师工作与师范教育处缪高勇副处长参加了研修活动。有关高等院校分管负责人、承担师范类专业认证工作的部门负责人、已申报认证的23个师范类专业负责人及骨干教师，共计109人参加高研班。 缪高勇副处长就我省师范类专业认证、公费师范生培养等工作进行了部署。贾腊生主任从师范认证进校考查专家的视野，分享了学校在准备工作、专业建设方面的体验，具有很好的借鉴意义。宋冬生教授就师范类专业认证理念、新要求、师范类专业认证标准做了精准解读，为各校开展师范类专业认证工作给予具体指导。 湖南师范大学 申斐博士就如何正确、高效、科学使用“师范类专业认证信息管理系统”做了针对性辅导。 湖南师范大学 资利萍教授从专业负责人角度阐释了认证工作思想理念的转变、人才培养方案的制定和教学大纲的修订。 湖南师范大学 评建办银海强主任从学校及承担专业认证工作的部门角度，专业分享了师范类专业认证工作过程中自评自建的经验与感受，操作性与指导性很强。 全体学员认真听取了认证专家的专题报告和分享，深刻领会了师范类专业认证“学生中心、产出导向、持续改进”的理念，进一步掌握了师范类专业认证“五类三级”的认证标准体系，明确了认证标准的逻辑“主线”与专业认证的“底线”要求，特别是在师范生人才培养方案的制定、教学大纲的修订、评价机制与体系的建立等方面得到了较为专业的辅导。 1、湖南教师发展网登录入口：https://sts.hnteacher.net/Login.aspx?ReturnUrl=%2f 2、湖南省中小学教师发展网登录平台入口地址：https://sts.hnteacher.net/Login.aspx?ReturnUrl=%2f 3、湖南省中小学教师发展网登录平台入口：https://sts.hnteacher.net/Login.aspx?ReturnUrl=%2f 4、湖南省中小教师发展网管理平台登陆入口 5、湖南省教师发展网登录入口：https://sts.hnteacher.net/Login.aspx?ReturnUrl=%2f 6、湖南教师工资标准表2021,湖南教师工资调整多少钱一个月 7、2021年湖南教师工资上调最新政策,湖南教师工资改革最新消息 8、2020年湖南教师工资待遇改革上调方案及调整时间标准细则 9、湖南乡村教师生活补贴政策及养老保险新规定 10、2021年最新湖南教师工资上调最新政策和标准 本次高研班是根据《教育部关于印发<普通高等学校师范类专业认证实施办法（暂行）>的通知》（教师〔2017〕13号），为科学有序、优质高效实施我省普通高等学校师范类专业认证工作，推进教师培养高质量发展而举办的。高研班基本达到了预期目标，为我省师范类专业认证工作的全面启动奠定了坚实的基础。 ;

湖南教师发展网登录入口： https://sts.hnteacher.net/Login.aspx?ReturnUrl=%2f 7月8日-9日，2021年“国培计划”工作坊研修承办单位研讨会在湖南省中小学教师发展中心举行。来自省内外30家项目承办机构负责人、坊主团队代表参加了本次研讨会。研讨会采取先集中后分组的方式进行。集中阶段由省中小学教师发展中心远程培训与资源建设科科长陈益兰主持，省中小学教师发展中心党******、主任贾腊生致辞并为研讨会定下了主要基调：一是明确职责，二是加强沟通，三是做好管理，确保优质完成任务。随后，陈益兰科长对国培计划工作坊研修实施工作进行具体部署，对项目实施进度节点作出说明，对发展网平台提供研修课程进行了充分的阐述，最后对承办单位和研修平台的主要职责进行明确分工。“国培计划”工作坊研修项目首席专家陶佑钦，资深培训专家龙万国参加了会议。 分组研讨环节分设两个会场，其中自主选学试点项目组由项目指导专家黄朝霞教授、邓水平教授组织研讨。骨干校（园）长、骨干教师工作坊项目组由项目指导专家肖裔、冯辉梅教授主持讨论。与会代表围绕项目实施面临的困难和问题，意见和建议各抒己见、畅所欲言，为下一步项目实施工作的顺利开展打下了坚实的基础。 （1）、湖南省中小学教师发展网登录平台入口地址：https://sts.hnteacher.net/Login.aspx?ReturnUrl=%2f （2）、湖南省中小学教师发展网登录平台入口：https://sts.hnteacher.net/Login.aspx?ReturnUrl=%2f （3）、湖南省中小教师发展网管理平台登陆入口 （4）、湖南省教师发展网登录入口：https://sts.hnteacher.net/Login.aspx?ReturnUrl=%2f （5）、湖南教师工资标准表2021,湖南教师工资调整多少钱一个月 （6）、2021年湖南教师工资上调最新政策,湖南教师工资改革最新消息 （7）、2020年湖南教师工资待遇改革上调方案及调整时间标准细则 （8）、湖南乡村教师生活补贴政策及养老保险新规定 （9）、2021年最新湖南教师工资上调最新政策和标准 （10）、2020年湖南特岗教师工资待遇怎么样,湖南特岗教师工资一览表

1. 我叔叔是一位教师。 2. Her mother goes to work by bike. 3. What do you want to be? 4. 她经常帮助游客找到他们的路。 5. Mark is going to be a writer. 答案不唯一,7,我是小小翻译家。英汉互译。 1. My uncle is a teacher. ________________________________________________________ 2. 她妈妈骑车去上班。 ________________________________________________________ 3. 你想成为什么？ ________________________________________________________ 4. She often helps tourists find their ways. ________________________________________________________ 5. Mark打算成为一名作家。 ________________________________________________________

will be 是语法知识 必须这么搭配

这个很简单哦，主要是要对语法的理解，将来时态的基本形式是，主语+will+动词原形，iwillbeback这句中，back是介词，不能做谓语，那句子就少个谓语了，我们有个短语叫comeback=beback，所以用be或者come至于前一句，是wantto+动词原形，beateacher，be是成为的意思，这个要你好好去理解的。遗忘的轨迹敬上，谢谢

If I Could Be A Teacher for One Day I had wanted to be a teacher,and had worked hard for it when I was young,but I couldn"t in the end for some reasons.If I could be a teacher for one day,I would devote myself to the educational cause,teaching my students all I have learned.I would teach my studernts the knowledge I gain.If I were a teacher,I would be very rich in spirit,though I had less money,for I had many students around me,sharing my ideas and thoughts about study, my happiness and sadness.If I were a teacher,I would be glorious and respectable,for as is known to us all,teaching is the brightest cause in the world. To be a teacher is my dream,though I am not a teacher now. I wish I could be a teacher,even if for one day

If I Could Be A Teacher for One DayI had wanted to be a teacher,and had worked hard for it when I was young,but I couldn"t in the end for some reasons.If I could be a teacher for one day,I would devote myself to the educational cause,teaching my students all I have learned.I would teach my studernts the knowledge I gain.If I were a teacher,I would be very rich in spirit,though I had less money,for I had many students around me,sharing my ideas and thoughts about study,my happiness and sadness.If I were a teacher,I would be glorious and respectable,for as is known to us all,teaching is the brightest cause in the world.To be a teacher is my dream,though I am not a teacher now.I wish I could be a teacher,even if for one day.

卫I又开始1皮皮虾孑然妒火五个小时工资金色号码子了好我的多

became是become的过去式这句话用了一般过去时，所以用became过去式，单词过去式遇到第三人称单数不需要加s你给的第二句话则是一般现在时，look遇到第三人称需要加s

be是表示一种状态的，become是表示一种动作的。此次是“我们期待成为老师”是一个将来的动作。

challenging Teaching children is a challenging and rewarding job.

不可以,因为这里的bigger修饰的是number. 可以说这个数字越来越大(bigger),不能说这个数字越来越多(more). 要用more的话这句话应该是 There are more and more teachers,因为这里more修饰的是teachers, 表示老师越来越多.

What did their teacher tell them yesterday?

The teacher tells her student a story every week 用every week 的话,原句的现在进行时要改成一般现在时

Unitone Our Teachers团结我们的老师

一个mother，但有很多老师

As facilitators, I think most of us will agree that our foremost role is this: to be the “keeper of the process.” Yet from a practical standpoint, we will often be called to edge over slightly into roles better described by terms such as coach, teacher, trainer, and mentor. How you may ask do these roles differ? Let"s take a quick look. Facilitation as it"s normally understood, refers to managing and maintaining a group process. The primary focus of the facilitator is on “how” the process is going in the group. The facilitator will help the group to stick with their ground rules and guidelines that bound the process they have agreed to use to get to some end result. Coaching is typically practiced with individuals, and tends to be bit more directive than facilitation. Coaching focuses on helping individuals get into immediate action, while addressing barriers and support they may need to get moving quickly. Coach usually asks more of the group than pure Facilitation–often challenging the group to produce more or be more. Group Coaching supports individuals who are part of groups with common interests, skills, or issues. While coaching focuses on individuals in the group, the remainder of the group receives indirect benefit from witnessing individuals being coached. Training requires that the trainer have specific knowledge in the subject of the training. The job of the trainer is to impart knowledge or skills to her students using a variety of methods at her disposal. Effective trainers will often employ facilitation and coaching skills. Note that facilitators and coaches don"t necessary have experience in, nor do they focus on, the technical content in which their clients are involved. Teaching tends to be more didactic. In other words, teachers instruct and inform their students, very much like the process I"m using right now. I"m basically telling you what I think and how I see the subject matter before us. Mentoring involves instructing, guiding, coaching someone seeking to master a particular field that you have already mastered. Though mentoring is very “content” focused, it will also often employ teaching, training, and coaching as well. So in summary, for the purposes of clarity, we could say that facilitation and coaching focus more on the “who” and the “how,” where teaching, training, and mentoring focus more on the “what.” Flowing Between Roles Please understand that the roles we defined above are discreet terms that address aspects of a continuum of skills and approaches. Very seldom does anyone adhere to any one individual role, never crossing, even a little, into a related role. For example, a facilitator working with a group who passed up an opportunity to coach an individual seeking to take an action they"ve been stuck on would be doing the individual and the group a great disservice. Assuming first of course that the individual consented to the coaching. We"re suggesting here that knowing and practicing the role of coach, teacher, trainer, or mentor may be appropriate at times, within the context of facilitation. And may in fact substantially increase your effectiveness as a facilitator. For example, a client seeking your services as a facilitator to help improve teamwork in their organization may employ your services to facilitate team-building. To help individuals become better team players, you may need to coach them individually around how their behaviors are impacting the team either pro or con. You may need to “teach” them the attributes of an effective team and team player. You may need to train them in the skills held by good team players. You may need to provide an environment where enough trust is facilitated so that they feel safe sharing their fears that are keeping them from showing up as a more effective team player. So how does one know when to cross into these other roles? First have clarity and understanding with your client on their goals for the group. Second, be attuned to what each situations seems to be calling for and whether or not you feel a natural pull into the shift that you choose. How do you make an effective shift in and out of the role of facilitator? To avoid diluting your function as facilitator, it is important to make transitions into and out of other roles effectively. This is especially true if you make a transition from facilitator to participant/content expert. It can be helpful to actually announce to the group that you are going to make this transition. Then once your input is complete, announce your transition back. Some facilitators have even been known to physically put on different hats when changing roles just to make the transitions visible. You may already be dancing between roles as a facilitator without really thinking about it. And frankly, that"s often the goal. To seamlessly show up in a way that best facilitates the results your client is after. Hopefully gaining clarity about the roles will help you fill in any gaps that may be present. I"m interested in hearing your thoughts on this topic. Action Review the roles above and assess how many of them you play in your work. Would embracing a different mix of these roles improve your effectiveness in any way? If so, how? I"d love to hear what happens for you. If so, please let us know, along with sharing your questions, feedback, and experience on this topic in the comments section below.

a不对,因为如果填了a整个句子会变成“那个是长头发的人是我的老师”b不对，因为the man是第3人称c不对，因为如果想用has的话前面必须要有介词所以d是对的，with前面不需要有介词。

A啦。。

你可以从这几个方面入手突出她的silent 1.silent love 2.keep calm in emergency 3.when misunerstood,she never complain but prove silently in action.我如果帮你写对你不好，有疑问可以追问

答案是：Whoisthemanin green?那个穿绿色衣服的人是谁？ u261e u2667手工翻译u2600尊重劳动u2600欢迎提问u2600感谢采纳u2667 u261c

My Math teacher My Math teacher is a woman，She is about 28 years old.She is friendly to us，and she is very fun. She is of midium height，and wears glasses.She has long curly hair and two small eyes. Sometimes，She always plays with our and talks something about weselies. I like she verymuch, Though I think Math is the most difficult one of all subjects，But I still like she.What"s more，I must study hard with Math.

My father is a teacher.He teaches in a high school.After he gets up at 7 o"clock everyday,he has breakfast and reads the latest newspapers.Then,he goes to work by bus.In school,he works hard and gets quite well with the students there.They all praise him and respect him just as I do.After a whole day"s work,father comes back home at about 6 pm.At 7 o"clock,we have supper together and talk about the interesting things happening today.My father often reads some magazines or watches TV after supper and sometimes he prepares to his work the next day.He goes to bed at about half past 11.This is just a day of my father.

b

Internationally renowned British linguistic expert Jeremy Harmer pointed out in his book 《How to Teach English》that: the same rules that people who learn a language through social lives apply to teaching languages in a classroom setting. After years of research and implementation he summarized the success of those who learn languages outside a school environment into three common characteristics: (1) keep coming in contact with certain languages, even though you may not fully comprehend or use that language. (2) develop an interest to learn that language based on the need to communicate. (3) having the opportunity to actually use the language that you"re learning.After arriving at this conclusion and making necessary adjustments, Jeremy Harmer introduced three basic elements that are essential to teaching languages in a classroom: Engage, Study and Activate, namely the ESA. To engage means to stimulate students" interest in the material that they are using to learn, through a variety of activities such as games, music and discussions. To motivate the students and encourage them to actively participate the classroom activities. To study means to allow the students to grasp the linguistic knowledges such as pronunciation, grammar and vocabulary through classroom and extracurricular activities, instead of simply through analyzing sentence structures and practices. To activate menas to allow students to apply at will and in a real sense any languages that are suitable in particular scenarios or topics, typical activities include role plays and panel discussions.

对牛弹琴请采纳

不要

它虽然是副词，但是副词一般作表，在句子中修饰动词，表示状态。一般的，**地、**地，怎么地之类就是副词，此句中clearly放句末表示状态，修饰动词hear

Robin is a teacher.罗宾是一位老师。

连词成句为：We are happy teachers. 意思：我们是快乐的老师.

前者 so+ 形容词+ a/ an + 单数可数名词

the teacher"s meeting room -如果是一个老师the teachers" meeting room-多余一个老师要看你本来想说什么，如果想说老师的会议室，可以说 The meeting room for teachers 或者 Conference room for teachers/teachers" conference room

有个老师担心他的学生不知道耶酥,她想确认他们是否知道耶酥的诞生是确有其事.她问她的学生们:"耶酥现在在哪?"史狄芬举起手并说到:"他在天堂里."玛丽接着说到:"他在我的心中."小约尼大声喊到:"我知道,我知道,他在我家的厕所里!"整个班级变的非常安静,大家都看着老师,等待着她的回答.老师呆住了好几秒钟,最后她问小约尼他是怎么知道的.小约尼说:"每天早上,我爸起床后都会去敲厕所的门,并喊到:"上帝啊,你怎么还不出来""

歌曲名:Teacher I Need You歌手:Elton John专辑:Don"T Shoot Me I"M Only The Piano PlayerTeacher I Need YouElton JohnDon"t Shoot Me I"m Only The Piano PlayerTeacher I Need YouMusic by Elton JohnAlbum Don"t Shoot Me I"m Only The Piano PlayerI was sitting in the classroomTrying to look intelligentIn case the teacher looked at meShe was long and she was leanShe"s a middle-aged dreamAnd that lady means the whole world to meIt"s a natural achievementConquering my homeworkWith her image pounding in my brainShe"s an inspirationFor my graduationAnd she helps to keep the classroom saneOh teacher I need you like a little childYou got something in you to drive a schoolboy wildYou give me education in the lovesick bluesHelp me get straight come out and sayTeacher I, teacher I, teacher I, Teacher I need youI have to write a letterTell about my feelingsJust to let her know the sceneFocus my attentionOn some further educationIn connection with the birdies and the beesSo I"m sitting in the classroomI"m looking like a zombieI"m waiting for the bell to ringI"ve got John Wayne stancesI"ve got Erroll Flynn advancesAnd it doesn"t mean a doggone thingOh teacher I need you like a little childYou got something in you to drive a schoolboy wildYou give me education in the lovesick bluesHelp me get straight come out and sayTeacher I, teacher I, teacher I, Teacher I need youOh teacher I need you like a little childYou got something in you to drive a schoolboy wildYou give me education in the lovesick bluesHelp me get straight come out and sayTeacher I, teacher I, teacher I, Teacher I need youOh...http://music.baidu.com/song/7551160

（）He teaches physics in a school. A.What does your father do?B.Who is your father?C.What is your father doing?D.Where is your father now?正确答案：A

He is a teacher.He works in a school

因为school是个地点,前面总要有个介词连接,而“在学校”的固定搭配就是at school.

正确的句子应该是：I want to be a teacher.I want to teach English in a school 意思是：我想当老师.我想在学校里教英语.

1teaches 2actors 3father"s 4to bisit 1does do 2doesn"t know 3Does study studies 4wants to meet 5Do work 1What does mother do 2Who"s in red 3Where does work works a nurse 4to play with 5lives with,1,father ( )(teach)English in a school. 一、用括号中所给单词的适当形式填空 1、My father ( )(teach)English in a school. 2、What do they do?They are( )(act) 3、This is my( )(father)brother,my uncle. 4、I want ( )(visit)Beijing one day. 二、用括号中所给动词的适当形式填空 1、What( )he( )(do)?He is an offtce worker. 2、She( )(not know)your name, 3、（ ）Jim ( )in a school?Yes,he( )in No.1 Middle School.(study) 4、He( )(want)( )(meet)my family 5、——（ ）your parents( )(work)on a farm?——no,they work in a factory. 三、翻译下列句子 1、Tom的母亲是干什么的?（ ）（ ）Tom"s( )( 2、穿红衣服的那位女士是谁?（ ）the woman（ ）（ 3、a:你的妹妹在哪里工作?b:她在一家医院工作,她是一名护士.a（ ）（ ）your sister( b:She( )in a hospital.She"s( )( ) 4、我的小妹妹喜欢和猫一起玩.My little sister likes( )( )( )cats. 5、我的爷爷和我们住在一起.My grandpa( )( )us.

teaches English提问What does his father do in a school?和in a school 提问Where does his father teach English?同义句His father is an English teacher in a school.His father works as an English teacher in a school.单复数互改Their fathers teach English in schools.来自【学习宝典】团队 有不明白的地方欢迎追问如果认可我的回答请点击下面的【选为满意回答】按钮谢谢~

D. written

两个句型不同喔，1.written 作定语，形容词性。若想用to be written ,则应写为It was the first book to be written for teaching English as a foreign language that came out in the 16th century.（to be written for teaching .... 是作副词的）(稍稍体会一下两种句子的不同）同样，其实下一个句子只是倒转了语序，这样写更容易明白：Dolly was the first mammal to be cloned sucessfully from an adult cell .（to be cloned sucessfully ....作副词，是副词不定式用法）如果再改写一下Dolly,the first mammal，cloned sucessfully from an adult cell .就成原题中的形容词作定语了。现在应该差不多分清了形容词用法与副词用法的不同了吧语言真的很美妙啊。

Can computers replace teachers?A Steve Jobs didn"t think that technology alone could fix what troubles Americaneducation. It"s worth remembering that in the wake of last week"s breathlesscoverage of Apple"s new iBooks platform, which the company promises willcompletely change how students use and experience textbooks. Under Apple"s plan,companies and individuals will be able to self-publish textbooks, ideally creating awider range of content. Students will be able to download and use these books on aniPad much like they would use a regular textbook — including highlighting passages,making notes and pulling out passages or chapters that are especially important tothem. Apple says it also plans tocap the price of textbooks available through iBooksat $14.99, a significant departure from the price of many textbooks now.B Critics were quick to criticize Apple for not being revolutionary enough. Formerschoolmaster and current ed-tech (教育技术）investor Tom Vander Ark blamedApple for not thinking past textbooks, which he considers hopelessly 20th century.Others worried that Apple"s real goal wasn"t to open up the textbook industry but tocontrol it and profit from it through restrictive licensing agreements and a platformthat dominates the market. I"m sure the for-profit company"s shareholders will behorrified at that news.C Let"s slow down. Textbooks or tools that look a lot like textbooks aren"t goinganywhere anytime soon. And since high-quality educational material isn"t cheap togenerate, simply tearing down distribution barriers will only go so far in reducing thecosts of producing good content. Lost in the heated claims, however, is a morefundamental question: What have educational technology efforts accomplished todate and what should we expect?D As a field, education is easily misled by technological promises. Textbooks?Thomas Edison saw movies as a way to replace them. In a prelude (序幕）to today"sdebates, therecord player and film strip were praised as technologies that couldreplace live teaching. These days, conservatives are in love with the idea thattechnology will not only shrink the number of in-classroom teachers but make theteachers" unions out of date.E The experience to date is less impressive and more worrisome considering thebillions that have been spent on technology in schools in the past few decades.Interactive whiteboards have been around since the early 1990s and done little totransform how teachers teach, and computers are often not matched with classroominstruction, even though 90 percent of classrooms around the country have them.Still, in the United States, according to the data of the Department of Education from2009, just 61 percent of students use computers to prepare texts “sometimes oroften" and just 45 percent do more complicated tasks, for instance to "solveproblems, analyze data, or perform calculations" on a regular basis.F Usage aside, there is not enough evidence that technology is improving learning -even the cheerleaders are reduced to arguing that various education technologytools are obvious rather than supported by much evidence. And when you watch,say, high school students use the Internet to prepare research papers, it"squestionable whether technology --especially when coupled with poorly trainedteachers --isn"t doing more to enable the superficial rather than open up richersources of information for students.G The reasons for the slow pace of change are as obvious as they are stubborn.Altering classroom and school practice in our wildly decentralized education systemis always a slow process. Many teachers are not familiar with technology or how touse it in the classroom, and high-quality training programs - either in schools ofeducation or as part of teachers" ongoing professional development -are rare. Asalways, there are few guides for educators to determine which products are anygood.H There is, of course, still promise in educational technology. When DreamboxLearning, an online math program for elementary-aged students, offered me a freetrial to check it out, I did what I usually do with new educational tools - I put it to theultimate group of critics: my kids. Dreambox combines real content with aninteractive format so kids are learning even when they think they"re just playinggames. I"ve looked at a variety of products, and it"s one of the best in terms ofpowerful instruction. In a short time, it substantially boosted my kids" mathachievement. (They have a great teacher, too.) As for engagement? Maybe too much.One of my daughters woke me up at 5:00 a.m. the other day because she wanted todo math.I Yet even a top-shelf product can only help live teaching. Despite Dreambox"s overallgood functionality, there are places where students can become frustrated—notbecause they don"t know how to do the basic math, but because the directions forthe online activity are confusing. Likewise, technology is bringing back the idea of the“flipped classroom (翻转课堂)"with the teacher acting as a “guide on the side"rather than the primary source of instruction. I say “back" because, ironically, talk ofdevaluing the teacher as content provider has been a fixture (固定特色）ofprogressive educationthought for a century. Another variation of the flipped-classroom idea is to use technology to explain concepts at home and to useclassroom time differently. Again, a lot of potential, but only with keen attention toinstructional quality. Much of the online content available today merely copies thedull instruction already available in too many of our nation"s schools.J As a parent and an analyst, I want technology that includes rich content or enablesstudents to access it. And I want technologies that are engaging for students butactually teach them something. Plenty of applications fail on one side or the other.And as with lots of offline schoolwork, there are time wasters that aren"t helpinganyone learn much of anything. If anyone tells you an ed-tech tool has “gamingelements”，make sure it"s not just a game.K American education desperately needs a thorough change that goes far beyondupgrading computers in the classroom. It"s the last major American field relativelyuntouched by technology. But Jobs was right: Technology by itself won"t fix whattroubles our schools. He saw teachers" unions and old-fashioned practices as the bigbarriers. Perhaps, but I"d argue they are symptoms of our larger inattention toinstructional quality. The bells and whistles of technology, for all its promise,aredistracting us from this mundane but essential reality.

With the help of the teacher,he made great progress在老师的帮助下，他取得巨大的进步。with the help of做介词

“you say goodbye i say hello hello hello hello ……” 是个女声唱的 这首歌是 Jump5的 Hello Goodbye

the man is your teacher

the man is your teacher. your teacher is the man.

menteacher(s)、boystudent(s).【点拨】名词修饰名词，前者一般为单数，后者一般为复数，例如appletrees；但有特例：men、women、kids、children、sports等，例如womenteacher(s)、sportsfield(s),即使是单数也要写成womenteacher。

Dbeing表一种状态，能胜任的，有能力的

The boy scouts teach their members an "outdoor code"before they camp.members这是个复杂句。里面有一个before引导的状语从句。

答案D考查主谓一致。本句主语是theteacherandwriter教师兼作家是单数，yesterday说明本句用过去时。

not only ; but also

不是

B 很多地区缺乏教师资源和医疗服务 which引导定语从句修饰areas,同时在从句中作主语成分. 楼上是错的……

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Does your mother teach you at home?

impart传授（告知信息），teach教导(用演示、解释等方法)