40篇英语演讲稿

1、1.The first English class I taught At first I would like to share you my own experience.I became an English teacher in 2006. I was very excited to give my first English class. The teaching content was Unit1 of Grade 3. In order to give a successful class, I designed my

2、teaching plan carefully, and did a lot of preparation work, even some beautiful stickers. I would like the children to love my classes at the beginning. During the whole class, I was very busy talking almost all the time. In my opinion, the more clearly I explain; the better could the children grasp

3、 the content. To my surprise, it seemed that the students didn't understand at all, few of them would like to raise up their hands. After the class, they even couldn't read the new words proficiently, which made me feel very unsuccessful. I began to rethink of this class. Practice makes perf

4、ect. I talked too much, but left little time for the students to practice. As we know, we learn swimming by getting into the water and swimming. We learn to play football by going and kicking a ball. We learn English by using it to do things and not just by being told about it. When I prepare for th

5、e lesson, I only thought about myself, such as "What to do at first, what I should say next" After my first unsuccessful class, I tried my best to give the students more practice. In my school, there are about 50 students in every class, so I use the group working method. I got them into s

6、mall groups. During the group work, we teachers are the enablers. In fact, there is a continuing discuss about the amount of time teachers should spend talking in class. TTT means Teacher talking time and STT means student talking time. Too much TTT and not enough STT are criticized, getting student

7、s to speak- to use the language they are learning is a vital part of a teacher's job. Students are the people who need the practice, in other words, not the teacher. A good teacher maximizes STT and minimizes TTT.A classroom where the teacher's voice drones on and on day after day where you

8、hardly ever hear the students say anything is not one that most teachers and students would be approve of.2. What makes a good English teacher?First I d like you to think about the question: Do you become a teacher by chance? Thats what happened to me! English was my favorite subject when I was a mi

9、ddle school student. I felt so cool when I won the first prize of NEPCS in 1997. After that everyone said to me:“Hey,Why not become an English teacher?” So I did! Actually, I liked teaching very soon. I like teaching and learning with the children. Sometimes they are my students; sometimes they are

10、my younger brothers or sisters. Sometimes they are even my fans because I can sing many pop songs in the class! But I have to say: to be an English teacher is not easy. Why? Teacher-centered controls, threats make no sense to students now! No one can be forced to learn without a desire to learn! I a

11、m so eager to find out a good way. But what are they? Nowadays, the use of tasks is commonplace. But I as well as other teachers is wondering: my syllabus is based on an old-fashioned textbook and is also exam-driven. How do I structure lessons by using tasks? Should I tell my students: “Today your

12、task is to listen to me" or “Your task is to finish part a on page 5".Everything is unchanged, isnt it? What makes Task? A unit of grammar? No! A collection of lexical items? No! After a long time study, I begin to know that task is a means of learning the language by its real use! Now, Id

13、 like to give an actual example for you. That is Unit 5 a letter in a bottle from New Way Book 3 I had this lesson in the internet-equipped classroom. Each student has a computer .The target language includes shall, lets do, writing letters. Word competition and on-_line exercise are the pre-tasks.

14、Next, three during-tasks. Task 1:group-work. Discuss a plan about where to go during the national day, practise the target language: shall. Task 2. Go to a teenager website to make foreign pen friends by the e-mail. Task 3: write a letter to the students of our school to call on them to donate to Pr

15、oject of Hope the post task comes last, Ss read English news about Wangpeng who lost his life in a hostage crisis in Pakistan, and write to Annan the U.N head to call for peace As you see, in this class, task-based method creates a student-centered learning environment and information technology pla

16、ys an important part. We should try to be as flexible as possible in choosing the teaching techniques. Now, Dear friends, I would like you to think about our own task. What makes a good English teacher? Just years of little sleep, over-work? Just like the candle that burns out to help others? No! We

17、 should develop ourselves, both professionally and personally. Most importantly, we should love our students. In my heart, my students are the most powerful striving for me to work harder. I love my students! I love teaching! Before finishing my speech, I would like to say: to be an English teacher

18、is the best choice in my life. I shall do all I can to be a good English teacher!Thats all. Thanks for your attention!3. Develop with my students6. How to make my class active and interactive?  Actually , when I stepped to the 3-foot platform to be an English teacher , I tried my best to make m

19、y students practice the patterns time after time , I hoped that they would get high marks in test .However , my students didn't care about it , they showed less attention to m class.                   

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22、             Until one day, a student had a talk with me. He said : ”Im learning many things that are boring, useless and not valuable. So Im tired of studying. Miss Ma , can you understan me? ”At that time, I felt my class was lack of

23、 active and interactive patterns.Then I gradually found that make class active and interactive is from active learning to interactive teaching.First , we should be energetic and encouraging .Because our passion can make class want to learn English, they will act with nature

24、and show more potential abilities. Also,we should praise in various ways. In our class we often say “good, very good”, the simple word not only make them active in class, but also foster their sense of achievement in future learing.Secondly, we should make class meaningful and creative. In class, we

25、 can use the short and simple sentence, use the body language to communicate with students .We should give students clear purpose and offer them opportunities to try, to create and allow them to fail. Make sure the class relaxing and interactive, be familiar to the feeling of English language.Coming

26、 up next is organizing games and activities .You know, activity is the key part of class. Including paired work, competitions, role play, guessing game, TPR activities, and so on. Whatever I use , I should often change the way. From students and I; student and student ;to students and students. Make

27、 all class.The last but not the least is helping the class feel comfortable with asking me questions and answering my questions. To do this, do not criticize any questions from students .This will insure that students will continue to ask questions. Do give more chance to students ask and answer , m

28、ake students and ourselves learn interactively. So after class students can listen, read, write, think without force and pressure, keeping interests and motivation .This is my talk from my experience, sharing with you today . Thank you for your attention!7. My students enjoy my classes  Wi

29、th social progress and scientific and technical development, knowing how to study and develop is a requirement in quality education. English is an important subject in middle and elementary schools, and that the elementary-school stage is a key habit-forming period, on which a persons life developme

30、nt depends. How to get ride of    insipid words explanation and rote learning mode occurring in English teaching in elementary schools? I think the pupils can study English in a positive atmosphere only the teacher creates democratic teaching atmosphere, harmonious relationship betwee

31、n teacher and student, relaxed environment, open activity space and innovative passion. When considering pupils characteristics and the content to be taught, how to design a teaching mode which they are interested in and can also promote them to study English actively more? According to my 7-year te

32、aching practices, I will introduce my teaching experiences.      1. The English teaching in elementary schools emphasizes the pupils interest development in English study.  The English teaching in elementary schools is the stage of English learning. At this stage, succe

33、ssful or failed English teaching depends on whether pupils like and are strongly interested in English. In the English teaching practices in middle and elementary schools over past several years, I think combining knowledge teaching with storytelling in classrooms is a good approach. For example, wh

34、en having the class What Color is it?  I didnt explain 7 colors simply, but I applied the colors to 7 objects with and in which pupils are familiar and interested instead, then organized them into a vivid and interesting story. As soon as the class began, I said: “pupils, I tell you a story now

35、.” At that moment, there was a disturbance in the classroom. Kids showed curiosities. And then I took out a brown monkey picture and told my pupils the leading actor in the story -Monkey, a brown monkey. In this way, I guided them to study first color Brown. Being curious about the story and the mon

36、key, they learnt the word, brown. Then, I said:” The brown monkey is a fruit seller. Do you know what it sells?” They showed initiatives obviously to give their own answers actively. Some of them answered in Chinese: apple, pear or watermelon. Others said in English: apple, banana I affirmed them: Y

37、es, he sells apples, bananas and water-melons while hanging apple, banana and watermelon pictures on the blackboard, naturally leading to red apple , yellow banana, green water-melon. Of course, they easily learnt red, green, yellow colors. With the thief(white fox), police (black cat) and police ca

38、r (blue car) appearing one after another, the pupils were attracted by the story development. In such relaxed and happy atmosphere, the pupils were attracted by the story to remember 7 objects and their colors. On this wise, 7 color words being confused easily became material and clear, so achieving

39、 good teaching effect.     2. Usually, pupils like play. Let them play in study and study in play, and study English in games. However, the class should be under control, in other words, the teacher may organize the class in competitive mode . It is said that: Stone sounds if being hi

40、t by water and people march if being stimulated. Therefore, when teaching the words indicating action and order, I divided the pupils into 4 groups. Each group selected one representative to complete the action ordered by the teacher. For instance: Touch  your  head !  Point  to&

41、#160; the  window !  Show  me  your  ruler !  Open  the  door !   Look  at  the  blackboard !  Raise  your  left  hand !The winner got a small red flag. Finally, the group winner was rewarded. Such competition stimu

42、lated the pupils enthusiasm, but also they showed high and active interesting in English, thus remembering the words easily. A relaxed and happy learning environment and colorful games may attract kids attention and inspire them with learning interesting. Because kids are full of curiosity and

43、energetic, I designed various guessing games based on teaching contents. For example, design “listen sound to guess animals” game to study “Is it a?Yes/.No.It's  a”; “listen sound to guess person” game to study “Who's  he /she ?”; “cover eyes to touch animals” game to study “What&#

44、160; is  it ?” and so on. Hence, the pupils found out interesting from the studies and learnt knowledge in games.      3. Because language comes from daily life, everyone plays different roles in different communication environments. Introducing real life scenario into class

45、room shortens the distance between teaching in classroom and realistic life, but also enables pupils to have real life sense. For example, when teaching language point  “When  do  you？” , I asked the pupils to interview each other, including own group, other groups and friends. They w

46、ere enthusiastic to open mouth to express what they want. Consequently, they understood the language point effectively. This helped them consolidate phrases and apply the language vividly. They enjoy the study. 4. In English teaching exploration, I adopted a teaching approach hyperbole in teaching-p

47、upils classrooms. Usually, its effect is “silence surpasses sound”. Introducing hyperbole into elementary teaching classroom may change traditional language teaching mode. It accords with pupils psychologic development characteristics, so they like it. (1) Hyperbole can stimulate classroom atmospher

48、e and enhance pupils interest in English study. For example four words “long, short, tall and short”, I drew two lines, and one is as long as the blackboard and another is as short as chalk. Upon drawing, the pupils were interested in them. At that moment, I took advantage of this opportunity to gui

49、de them to learn: “long long long its  so  long , short  short  short  its  so  short”. The pupils read the sentence while making the  action .  The classroom atmosphere was so up and doing that the pupils were impressed strongly. (2) The hyperbole makes

50、learning content be visualized highly more and understood easily more. For example, when teaching the word “fly”, I simulated bird flying; when teaching “sing”, I clenched my right fist and pointed to my mouth to simulate singing; when teaching “sleep”, I clashed my hands to stimulate sleeping actio

51、n. I used hyperbolic actions to strengthen interesting sense and visualizability in words studying. Such hyperbolic performance makes pupils enjoy study process happily, but also understand and remember words and sentences. (4) Hyperbolic gesture, pose and body action can help the pupils enhance und

52、erstanding capacity and make them experience and enjoy studying process. For example, when teaching 26 letters, I created an imaginable and vivid letters exercise. In this way, the pupils remembered 26 letters easily. In my classes, I often attracted the pupils through appropriate, vivid and gracefu

53、l body actions combining with sonorous doggerels, so they were relaxed and enjoyable. As an English teacher, he/she should constantly inspirit and strengthen his/her students interesting in English study and guide them to convert the interesting into     stable study intention, h

54、ence they can have self-confidence and willpower, know their strengths and weaknesses, are willing to cooperate with others, and develop harmonious ad healthy personality. In my opinion, English education is introducing “happily study English” conception into English teaching to create atmosphere an

55、d scenario, thus stimulating students enthusiasm and promoting their energy and positive attitude to make them enjoy English studying process happily. 9. Teaching is learning'The Objective of Education Is Learning, Not Teaching'Published : August 20, 2008 in KnowledgeWhartonIn their book, Tu

56、rning Learning Right Side Up: Putting Education Back on Track,authors Russell L. Ackoff and Daniel Greenberg point out that today's education system is seriously flawed - it focuses on teaching rather than learning. "Why should children - or adults - be asked to do something computers and r

57、elated equipment can do much better than they can?" the authors ask in the following excerpt from the book. "Why doesn't education focus on what humans can do better than the machines and instruments they create?" "Education is an admirable thing, but it is well to remem

58、ber from time to time that nothing that is worth learning can be taught."- Oscar Wilde Traditional education focuses on teaching, not learning. It incorrectly assumes that for every ounce of teaching there is an ounce of learning by those who are taught.However, most of what we learn befor

59、e, during, and after attending schools is learned without its being taught to us. A child learns such fundamental things as how to walk, talk, eat, dress, and so on without being taught these things. Adults learn most of what they use at work or at leisure while at work or leisure. Most of what is t

60、aught in classroom settings is forgotten, and much or what is remembered is irrelevant. In most schools, memorization is mistaken for learning. Most of what is remembered is remembered only for a short time, but then is quickly forgotten. (How many remember how to take a square root or ever have a n

61、eed to?) Furthermore, even young children are aware of the fact that most of what is expected of them in school can better be done by computers, recording machines, cameras, and so on. They are treated as poor surrogates for such machines and instruments. Why should children - or adults, for that ma

62、tter - be asked to do something computers and related equipment can do much better than they can? Why doesn't education focus on what humans can do better than the machines and instruments they create?When those who have taught others are asked who in the classes learned most, virtually all of t

63、hem say, "The teacher." It is apparent to those who have taught that teaching is a better way to learn than beingtaught. Teaching enables the teacher to discover what one thinks about the subject being taught. Schools are upside down: Students should be teaching and faculty learning. After lecturing to undergraduates at a major university, I was accosted by a student who had attended the lecture. After some complime