教师节的英文作文

教师节的英文作文（推荐8篇）

教师节的英文作文篇1

It is Teachers Day on September 10th every year. Teachers are the greatest people in the world, I think, because they teach us how to write and read. The most important is that they teach us how to be a real man.

They are also kind to everybody and they dont want anyone to fall behind others. They always get on very well with their students, and they are our best friends. When students are in trouble, they can help them in time. I will be a teacher when I grow up.

教师节的英文作文篇2

Today, as economic globalization develops in depth, China is increasingly paying attention to the foreign language education, especially to the English teaching for learners of all ages.Therefore, competent and high-quality foreign language teachers are eagerly needed in China.According to Xia Jimei[1] (2002) , one of the core problems of college English teaching reform in our country is the problem of teachers’quality.Likewise, English teaching in primary and middle schools also has the similar problem.In this context, competent and high-quality English teachers are eagerly needed in China.Andrews[2] (2007) argues that the possession of an adequate level of TLA is an essential attribute of any competent L2 teacher.Here, TLA refers to teachers’language awareness.In the USA, Lantolf[3] (2009) has also argued that foreign language (FL) teacher education programs need to (re) invest in courses designed to enhance the depth and breadth of explicit knowledge of the target language (TL) of their graduates.And Youngju Han and Rod Ellis[4] (1998) define that explicit knowledge is knowledge about the L2.

With the current educational situation taken into consideration, it is urgent to design knowledge about language (KAL) courses to expand and consolidate Chinese L2 teachers’explicit knowledge of the target language to improve the quality of L2 teachers, with the purpose of meeting the educational demand of the country.

1 Definitions of TLA and KAL

It is necessary to make clear the definitions of TLA and KAL.According to Andrews[5] (2001) , in relation to L2 education, Thornbury offers the following definition of the language awareness of teachers:“the knowledge that teachers have of the underlying systems of the language that enables them to teach effectively”.According to such a view, TLA is essentially concerned with subject-matter knowledge and its impact upon teaching.Thornbury’s definition indicates that TLA can improve the L2teachers’teaching quality in that they are aware of the language they teach.As for the KAL, Simon Borg[6] (2005) defines it as the“collection of attitudes towards and knowledge about English[language]which teachers possess”, and he also suggests that“enabling teachers to develop and sustain a realistic awareness of their KAL should be an important goal for teacher education and development programmes”[7].Accordingly, the relationship between KAL and TLA is that TLA is a declarative KAL related to pedagogy.

2 Main problems that impedes the development of L2teachers in China

It is indispensable to recognize the main problems which are impeding the development of L2 teachers in China.Here are four problems.

2.1 There is a lack of English language ability among Chinese L2teachers.

From his case study about a Chinese middle school English teacher’s class performance, Zou Weicheng[8] (2009) finds that the first problem of Chinese L2 teachers is the lack of English language ability, which involves language knowledge and language use in terms of listening, speaking, reading and writing.That means L2 teachers should rich their language knowledge and improve their language competence, so that they can develop their KAL and take it into practice to direct their teaching.

2.2 KAL mastered by L2 teachers is not so comprehensive

In her research about the language awareness of middle school teachers, Wei Ran[9] (2011) discovers that the teachers’knowledge about some aspects of language (i.e.phonology, vocabulary, English culture) is not so rich, while their knowledge about grammar and discourse is relatively solid.For example, in the aspect of phonology, the teachers’average score is 2.87 (the full mark is 5) .About 43.3%of these teachers score below 2, which indicates these teachers’knowledge about phonology is rather limited.Moreover, many teachers still cannot distinguish between voiceless consonants and voiced consonants[9].Through interviewing these middle school teachers, the researcher finds that, in middle school, the emphasis of teaching English is not on the phonology, but on the grammar and other aspects of knowledge;hence they overlook teaching knowledge about phonology.Gradually, their own knowledge of phonology degenerates.To make matters worse, even though these teachers have already realized their lack of enough KAL, they do not take action to improve the awkward situation in that they lack the awareness of teaching reflection.There are many similar examples reflecting the problem that teachers’KAL is so limited among Chinese L2 teachers, which prevent them from developing and advancing.

2.3 The L2 teachers’education and training are full of problems

Yuan Yanhua[10] (2012) finds out that the courses designed for teacher training always lack pertinence, which are far from the actual demand of training excellent teachers.What’s worse, the domestic short-term teacher training programs have a lot of deficiencies in terms of content and form, whose effect can not last long, let along meeting the present developmental requirements of L2 teachers.

2.4 TLA in China is weak

From her research on the language awareness of eighty primary and middle school English teachers, Wang Qi[11] (2004) concludes that the level of TLA of these teachers is low, which directly and seriously impacts the innovation of the teaching idea and teaching methods.The manifestations of the weak language awareness of these teachers are:they lack knowledge about language and other related knowledge;their relevant social and cultural knowledge of English-speaking countries is very limited;they lack the proper ability of discrimination and judgment, and so forth[11].As a result, their weak TLA has a bad effect on their teaching quality, preventing their self-improvement.

In order to realize a healthy development of Chinese L2 teachers, these problems mentioned above should be solved carefully and timely.Fortunately, more and more scholars have realized the importance of language awareness of L2 teachers.As Zhang Zhengdong[12] (2003) claims, it is the fundamental requirement that English teachers should learn English well, master English knowledge and skills as well as comprehensive skills.If L2 teachers do not have a solid foundation of English language, they will naturally fail to advance their English teaching.What’s more, some scholars find that TLA can enhance the efficiency of classroom input, promote reflective practice of L2 teachers, and thus improve the quality of teaching.

3 Conclusion

From what have been discussed above, great importance should be attached to the KAL courses, which are designed to enhance the depth and breadth of the L2 teachers’all aspects of knowledge about the target language.Simon Borg[7] (2001) claims that the way teachers’perceive their knowledge about all aspects of language (i.e.grammar, vocabulary, phonology, discourse) will impact on how they view and approach classroom activities which focus the student’s attention on language systems.Teachers’KAL has much wider implications for their pedagogical practices.For example, it may influence the manner in which instructional materials are selected and presented to students[6].In addition, the well-designed KAL courses will also help teachers to learn how to monitor their own knowledge about language.

教师节的英文作文篇3

【关键词】英文电影教学作用教师角色

【基金项目】辽宁省高等教育学会“十二五”高校外语教学改革专项课题，“将英文电影引入大学英语听说课题的实证研究”，课题编号：WYZDB14086。

【中图分类号】G64【文献标识码】A 【文章编号】2095-3089（2016）03-0027-02

一、引言

当前，新一轮的大学英语教学改革不断深入，传统的教学理念和教学模式受到前所未有的挑战。《大学英语课程教学要求》修订版明确指出：“大学英语的教学目标是培养学生的英语综合应用能力，特别是听说能力，使他们在今后的学习、工作和社会交往中能用英语有效地进行交际，同时增强其自主学习能力，提高综合文化素养，以适应我国社会发展和国际交流的需要。”

信息时代，英文电影等有声语言素材铺天盖地，无处不在，教师角色受到了很大的影响和冲击，以教师为中心的传统教师的权威地位在很大程度上已被动摇，学生们只要点击鼠标，打开智能手机，纯正地道的语言信息就会呈现在眼前。

在众多的大学英语教学改革的尝试中，英文电影教学越来越多地引起广大外语教师的重视。很多教师都在听说课上进行了集视听说为一体的影视教学，通过提供真实生动的语言环境，调动学生学习目标语言和文化的积极性。因此，英文电影教学会产生什么样的作用和教师会发挥怎样的角色是本文探讨的核心问题。

二、英文电影教学的作用

（一）英文电影教学的理论基础

1.语言输入假设理论

Krashen的“语言输入假设”理论提出，只有当习得者接触到可理解的语言输入，即略高于他目前现有语言技能水平的第二语言输入，又能把注意力集中到对信息的理解而不是对形式的理解时，才能发生习得。英文电影应用到大学英语听说课，就是把地道的语言搬到课堂上，让学生沉浸在原汁原味的语言输入中。

2.语言输出假设理论

Swain的“可理解输出假设”理论指出输出语言习得过程中同样重要，学生要用目的语去表达，这样才能达到高水平的目的语言学习。英文电影应用到大学英语听说课，通过回答问题、角色扮演、短剧等教学活动增强学生的可理解输出，帮助学生练习掌握目的语。

（二）英文电影教学的作用

1.英文电影教学有助于激发学生学习兴趣。

兴趣是最好的老师。电影以其真实性、文化性、交际性及艺术性结合于一体，激发学生学习的热情，营造身临其境的语言学习环境，吸收大量的可理解性输入，使学生爱听、想说，从而有效地激发学生的学习兴趣。

2. 英文电影教学有助于提高学生的听说能力。

听力方面，基于教师的课堂实践发现，通过电影训练听力的学生比没有视觉辅助的学生任务完成的更好（吴淑婷，钟志贤2012），可见，英文电影应用于英语听力训练，其优势是传统音频听力无法比拟的。同时，口语方面，电影语言是最为真实生动的可理解性输入，学生可以通过体验情境，更好地把握口语语言特质和思维方式，从而模仿、积累地道的语言素材，在口语练习输出时，有的放矢，有话可讲。

3.英文电影教学有助于培养学生跨文化意识。

电影好比一面镜子，生动、真实地再现了一个国家和民族社会生活的方方面面，“电影的这一特质决定了电影语言教学不仅能使学生在真实的语言环境中提高听说能力，还为学生展现了所学语言国家的文化、风俗、宗教、价值观等，这对增强跨文化意识起到了促进作用”（王朝英，2001）。在学习影片的过程中，介绍目的语文化，引导学生提炼故事情节，分析文化差异，远比单纯地文字讲解更更易于理解吸收。

4.英文电影教学有助于培养学生自主学习能力。

英文电影教学不是简单地将电影播放给学生，很重要的教学目标之一是通过电影教学培养学生的自主学习能力，提高学生课外看电影、学英文的效果。课堂上，教师激发学习动机，帮助学生设计自己的学习目标，介绍学习策略，学习方法，并且在教学过程中训练学生反思、监控、调节自我学习的能力，最终提升自主学习能力。

三、英文电影教学中教师角色的有效发挥

课题组在教学实践中，证明了电影教学对学生语言学习发生了积极的促进作用，但同时也发现了诸多问题。如教师的主要角色成了电影放映员，观影前后的活动设计不够合理，导致部分学生不够专注，看电影如同看热闹，在讨论交流环节中不够积极，使得电影教学没有取得预期的效果。那么，在电影教学中，如何有效地发挥教师的角色呢？

1.教学目标的设计者

要想达到满意的教学效果，需要发挥教师的主导地位，首先是设计教学目标。根据电影内容，制定具体的教学目标，如：掌握相关的语言知识，培养学生的跨文化意识，培训学生学习策略等。

2.教学任务的组织者

电影教学不是简单的教师播放，学生观看，而是在教师的组织下高质量地完成有针对性的教学活动。教师需要在观影前安排好教学环节，设计教学任务，在观影后有效地组织学生参与小组活动，通过合作学习，互通有无，取长补短。教师在组织教学活动的过程中，适时地给予学生指导，监督学生完成任务，同时发挥指导者和监督者的作用。

3.学习效果的评价者

评价是教学过程中保证学习效果的一个重要环节。教师的评价要起到积极的指导作用，评价需要关注学生学习过程中的情感、态度、策略、兴趣等因素，旨在帮助学生学会调控学习策略，端正学习态度，提高自主学习能力。

4.学习动机的激发者

“授人以鱼，不如授人以渔”，课堂教学时间有限，电影教学只是英语教学的部分内容，我们最终的教学目标是激发学生学习的主观能动性，使他们成为终身学习者。课堂的电影教学只是以点带面，帮助学生发现学习乐趣，找到学习方法，最终，学生自己通过课外的英语电影习得语言，成为自主的学习者。

四、小结

信息时代，英文电影资源唾手可得，这无疑对英语学习者和教学单位是非常利好的条件。实践证明，英文电影教学在激发学生学习兴趣，提高学生听说能力，增强学生跨文化意识和提升自主学习能力方面起到积极的作用。但应该看到，电影教学还远未发挥其应有的作用，还有诸多的问题值得探讨，其中教师角色的有效发挥是电影教学成败的关键因素。

参考文献：

[1]Krashen.Second Language Acquisition and Second Language Learning [M].New York： Pergam on Press Inc.

[2]教育部高等教育司.大学英语课程教学要求 [M].北京：外语教学与研究出版社，2007.

[3]王朝英.电影语言情景教学与学生英语交际能力的培养 [J].国际关系学院学报，2001，（2）： 91

[4]吴淑婷，钟志贤. 原版英文电影在大学英语听说教学中的应用研究[J].江西广播电视大学学报，2012，（4）：91

作者简介：

教师的英文自我介绍篇4

来到一个完全陌生的环境，我们有必要对自己进行适当的介绍，自我介绍有助于自我宣传、自我展示。那么什么样的.自我介绍才合适呢？以下是小编为大家收集的教师的英文自我介绍，仅供参考，欢迎大家阅读。

教师的英文自我介绍1

I am a third year master major in automation at shanghai jiao tong university，p。r。china。with tremendous interest in industrial engineering，i am writing to apply for acceptance into your ph。d。graduate program。

教师的英文自我介绍2

英文教师英文求职信篇5

Dear sir / madam:

My name is Wang Ying, I am Xi an University graduates. I am of the Department of education of English majors. I am very glad to have this opportunity to improve our mutual understanding.

With the increasingly fierce social competition, the personnel requirements are increasingly high, I try to learn all kinds of knowledge in the University for four years, and the measure of my old

Teacher is hard work and I myself; I have mastered English listening, speaking, reading and writing skills.

In order to better adapt to society after graduation, I learned the computer technology during the summer, and as a English tutor work, counseling A high school student is foreign language courses, was highly praised by parents in the education practice, improve their ability to work. Because as In a number of candidates, I may not be the best, but I am still very confident, I will do my best to become an excellent primary and secondary school teachers, sincerely hope that I can make I can in the future in the school a hard gardener.

Finally, wide Na Xiancai wish expensive unit.

英语教师的英文求职信篇6

Good morning/ Good afternoon

Everyone here.

My name is xxx. and my English name isJenny.I graduated from Feng yang university, and majored in TT.Though my major is not English, my level of English is fine. I have been an English teacher for about two years, my students love me very much.

I choose your school, because I want to give myself more developing field in my teaching career.

My hobbies are singdance,learn English .I hope you will give me this precious chance.

Thank you!

1、 good morning, my name is xx, it is really a great honor to have this opportunity for a interview, i would like to answer whatever you may raise, and i hope i can make a good performance today, eventually enroll in this primary school.

2、 now i will introduce myself briefly,i am xx years old,born in xx province ,and i am curruently a xxxx.my major is xxx..in the past 4 years,i spend most of my time on study,i have passed CET4/6 with a ease. and i have acquired basic knowledge of packaging and publishing both in theory and in practice. besides, i have attend.

3.i will have Patience on all of the children, and my hard work will be improved if you enroll me.

xxx

教师节的英文作文篇7

1语气及情态系统

1.1语气—人际意义的“句法”

语气由主语和限定成分两个部分组成, 主语可由名词、名词性词组或小句来充当, 限定成分指表达时态或情态的助动词, 剩余部分包括附加语、补语和谓语动词。语气表示在某个情景语境中讲话者选择了何种交际角色以及他给听话人的设定的角色。尽管语言的言语角色多种多样, 在人际交流中“给予”和“求取”始终是它两个最基本的任务, “物品与服务”、“信息”是交流物的两大分类。交际角色和交流物这两个变项组成了四种最主要的言语功能:提供、命令、陈述和提问。 (胡壮麟等, 2005)

1.2情态

系统功能语法认为情态是人际元功能的主要实现手段, 从情态的角度分析语篇时, 我们会感受到说话人对一个状态认知上、情感上、和意愿上的态度。 (李战子, 2002) 广义的情态系统还包括意态, 狭义的情态系统只指这些不同值的概率和频率。韩礼德从主观和客观两个角度来表达情态, 并称其为“情态取向”。明确的主观取向和明确的客观取向可由小句来表达, 是隐喻性情态。而非隐喻性情态, 则由情态动词或情态副词来表达, 介于两者之间的是由介词短语来表达。情态的第三个变项是情态量值, 分高、中、低三级。

2英文邮件的语态及情态系统

2.1语料收集与研究方法

本研究收集了35份中国高校英语教师的电子邮件, 从中筛选出符合研究条件的30份。选出的语篇篇幅较长 (平均长度为100-150个英文单词) , 书写较为清晰、语句连贯。对邮件语篇中运用到人际意义实现手段的地方进行标注, 对其中的情态动词、高频情态词及语句的语气进行研究。

2.2统计结果与分析

1) 邮件语篇语气系统分析

语气是人际交往中不可或缺的重要组成部分。笔者利用表1分析了英文电子邮件中使用的语气种类。

从表1可以看出中国高校英语教师的电子邮件更倾向于使用陈述句和疑问句, 而虚拟语气的使用量占最少数。

由表所示, 综述所有语气类型, 包含主语和限定词的陈述句是使用次数最多的。电子邮件具备口语的特征, 收集到的部分电子邮件中有很多句子是不完整的语气结构, 不完整的语气结构指的是缺乏主语或是限定词或两者都无的语气结构。据表所示, 有三种不完整的语气结构。第一种是只有限定词没有主语, 祈使句就属于这种结构。例如:“Give me your opinions and suggestions about this subject.”“Thank you”“Tell me your name”“Hope to hear from you soon”“Please visit the school next week”“Let me know.”“Let’s go and have a good time.”是选自不同类型的祈使句例子, 有时祈使句的过多使用可以体现联系人间的关系密切。第二种是只有主语没有限定词, 这类结构比较少见, 如:“This is like some people who pretending to be wonderful, creative and rich.”这种不正式句子的产生同样说明邮件联系人间的关系十分亲密。第三种是只有剩余部分, 举例:“Received.”该句完整结构应该是“Your mail is received”或者“Your email has been received.”

2) 邮件语篇情态系统分析

韩礼德 (1994) 陈述每个情态操作词有一个情态值。通过情态的等级之分, 表现出说话者的语气轻重。说话者根据话语确定性的不同程度选择相应的情态值。情态词量值分布如表3表4所示。

如表所示, 高值情态词有must, ought to, need, have/has to和is (was) to, 中值情态词有will, would, shall和should, 低值情态词则有may, might, can和could。中国教师英文邮件中低值情态词使用较多, 高值情态词使用较少。

Halliday (1994) 指出决定每一种情态意义如何体现的是情态的取向系统。根据他的观点, 有四种情态取向, 即明确主观、明确客观、非明确主观和非明确客观。

分析所取英文邮件语篇, 就动词而言, think, believe, suggest, doubt等都可以表达情态意义。这些词可以表达说话者本人看法的主观性, 具有明确主观取向。例如: (1) I believe that he will go to school on time. (2) I have no doubt that you will succeed this time.就名词和形容词而言, possibility, certainty, likely, usual等常常体现可能性和经常性。例如: (3) It is usual for him to be late for school. (4) There is a great certainty that he will come for her birthday party.“usual, certainty”等词掩盖了情态的来源, 具有明确的客观取向。”分析表明:中国教师英文邮件语篇中较多得使用明确的主观取向和明确的客观取向。

情态化是说话人对命题的可能性和经常性的判断, 所以它可进一步分为概率和频率。概率体现可能性, 频率体现经常性。意态化涉及受话者的职责或发话者的倾向, 所以它可进一步分为义务和意愿。不同的情态词可以体现不同程度的可能性、经常性、义务和意愿。如表5所示。

从可能性的角度来看, 中国教师的英文邮件中33.63%的情态词用于表达可能性。这可以看作是一种礼貌策略, 有利于调节邮件联系人之间的人际关系, 从而更好地促进跨文化交际。从经常性的角度来看, 英文邮件中表达经常性的情态词出现次数不多, 只占13.51%, 而且用于此类情态表达的一般多为情态副词, 如often, sometimes, usually等。从义务的角度来看, 中国教师英文邮件中经常会出现should, ought to, must, need, have to等义务性情态动词, 占邮件语篇情态词的27.63%。从意愿的角度来看, 30份英文邮件中出现84次有关意愿性情态词, 占25.23%。中国英语教师在与外国人进行交流时, 用来表示意愿的情态词如would, will不多, 像would like, might引导的委婉语气较为少见。

英文邮件中表达可能性的情态词较多, 我们对其进行了总结分析。如表6所示:

从上表得知, 中国教师英文邮件语篇中低值情态词使用较为频繁, 而高值情态词的使用仅占少数比例。通过使用常见的中值词should, will表达个人的意愿和义务和低值词may, might, can, could来表达自己对某件事情的推测, 这样更有利于调节人际关系, 促进跨文化交际的顺利进行。

通过以上分析得出, 中国教师英文邮件中的语气类型为五种, 陈述句、疑问句、祈使句、感叹句和虚拟句。其中陈述句和疑问句占绝大多数, 虚拟句如If引导的条件句使用较少, 祈使句和感叹句主要存在于不完整语气结构句型中。四种情态类型在中国教师英文邮件中或多或少有所体现, 大部分情态词表达可能性意义, 其中中低量值情态词的使用尤其居多, 如should, can, could等。中国教师在进行英文邮件沟通时, 偏向于使用明确的主观取向和明确的客观取向。

本文主要从语气和情态两个方面探究中国教师英文邮件, 剖析其人际意义的实现手段, 为今后中美人士邮件交流提供借鉴。除此之外, 我们还可以从时态, 语态, 人称等方面着手, 对邮件语篇人际意义实现手段进行一个全方位的探讨。

摘要：该文运用韩礼德的系统功能语法, 主要从语气、情态两个方面, 对30篇中国高校教师英文邮件进行分析, 探究其人际意义的实现手段。旨在减少文化障碍, 为跨文化交际提供借鉴。

关键词：电子邮件,语篇,人际意义,实现手段

参考文献

[1]Halliday M A K.An Introduction to Functional Grammar[M].London:Edward Arnold, 1994.

[2]贾玉新.跨文化交际学[M].上海:上海外语教育出版社, 1997.

[3]胡壮麟.系统功能语言学概论[M].北京:北京大学出版社, 2005.

教师节英文经典祝福寄语篇8

Teacher you are a mountain, tall and straight; Teacher you are pine, green dripping; Teacher is eagle, take me off; Teacher is an umbrella, shelter us from the wind and rain.

2、您满头的白发，是我叛逆的刻画；您不再年轻的容颜，是我成长的洗礼。

Your white hair is my rebel portrayal; you no longer young face, is my growth baptism.

3、送一捧清凉的秋露滋润您的生活，祝您安康；送你一束鲜花点缀你的美好，祝您幸福。

Send you a handful of cool autumn dew to nourish your life, wish you well-being; send you a bunch of flowers to embellish your beauty, wish you happiness.

4、您是一片神奇的海滩，任我俯拾人世间那些美丽的贝壳。

You are a magical beach, and let me pick up the beautiful shells in the world.

5、老师，您的名字刻在我们心灵上，这才真正永存。

Teacher, your name is engraved on our hearts. This is really forever.

6、希望今天，所有的老师都会从心里微笑，为了桃李满天下！只要老师快乐，我们就快乐！

I hope all the teachers will smile from their hearts today, for all the world! As long as the teacher is happy, we will be happy!

7、讲台上，书桌旁，寒来暑往，春夏秋冬，撒下心血点点。辛苦了，我的老师。

On the podium, beside the desk, it is cold and hot, and spring, summer, autumn and winter. Hard, my teacher.

8、老师，您启迪我真正领会了大自然的恩惠，从此我读懂了每一瓣绿叶，每一片彩云，每一个浪花。

Teacher, you inspired me to really appreciate the benefits of nature, since then I have read every green leaf, every cloud, every wave.

9、老师，如果您是天上美丽的太阳，我们就是地下可爱的小草，是您给予我们新的生命。

Teacher, if you are the beautiful sun in the sky, we are the lovely grass in the ground, and you give us new life.