Hope’s English Speech

English speech about hope

Part 1: English speech about hope

dear teachers

i'm very glad to say something here. today, my topic is -----i wish.

Every person has many beautiful dreams, so do i .

i wish that i have a good friend who has magic power like doraemon. he could give me anything which i want, such as maliang's paintbrush.

i wish i could use it to help others. such as i could draw the coats for the poor men when it's cold, i could draw the food for them when they're hungry, and i could draw a house for them,too.i wish that my dream will come true someday.

Thank you.

Dear teachers:

I am very happy to talk here. Today, the title of my speech is----I hope. Everyone has many beautiful dreams, and so do I.

I wish I had a friend with magic like Doraemon. He can give me anything I want, such as Ma Liang's magic pen.

I hope I can use it to help people. For example, when the weather is cold, I can draw clothes for the poor to wear; when people are hungry, I can draw food for them to eat; I can also draw a house for them to live in. I hope one day my dream will come true.

Thank you!

Chapter 2: Let the Star of Hope Shine

Table of Contents

Let the Star of Hope Shine

Jiading District Primary School Chinese Language "Hope" Summary of the "Star" training class...(2)

My feet are always the starting point...Xu Qiang (19)

Growing with hope*** ………………………………Zhou Yafang (26)

What passes is water and what accumulates is gold…………Wang Da (31)

I hope to breed happiness here and set sail here... Zhang Xiaoying (36)

Approach famous teachers and feel happiness... Li Qiong (42)

Courage Reiki, childishness... Yin Luye (49)

Yearning for immersed happiness... Xu Yuxia (53)

Let hope Shining Stars

——Summary of the Chinese "Star of Hope" training class for primary schools in Jiading District

"Shanghai Jiading District Government Office forwarded the District Education Bureau's announcement on implementing the talent-based education strategy to improve teachers The document "Several Opinions on the Quality of the Team" points out: Effectively strengthen the training of special teachers, district subject leaders and key teachers, gradually expand the proportion of key teachers, and provide services for city famous teacher reserve candidates, district subject leaders and key teachers The platform has created a group of famous teachers who have a certain influence in the city and even the country. The document also points out: Give full play to the exemplary role of senior talents and run well-known teacher studios and training bases for famous teachers and famous principals named after individuals. In order to implement this spirit, the District Education Bureau established the "Jiang Huifang Studio". One of the main tasks of the studio is to run the "Star of Hope" training class in Jiading District. According to the spirit of the document and the requirements of the bureau leaders, combined with the teachers' "Ten In the “First Five-Year Plan” job training plan, we held a two-year primary school Chinese “Star of Hope Training Class”.

1. Preparation

(1) Clarify the guiding ideology of running the class:

Adhere to the scientific development concept of comprehensive, coordinated and sustainable development, learn, Popularize and disseminate Qian Menglong's Chinese education ideas, vigorously promote the growth of Chinese language majors for young teachers in Jiading District, provide a platform for city famous teacher candidates, subject leaders and key teachers, and develop a group of outstanding Chinese teachers with certain influence in the city and district Key teachers and subject leaders can influence and radiate more Chinese teachers, thereby deepening the Chinese teaching reform in the second phase of the curriculum reform and effectively improving the quality of subject teaching. At the same time, we should actively explore the mechanisms, approaches and methods for cultivating key teachers in the subject.

(2) Clarify the responsibilities and tasks of the instructor:

1. Preside over the "studio" work and formulate "studio" plans, programs, and designs

Teacher training courses.

2. Conduct a comprehensive and objective investigation and analysis of the teachers who will be trained in the classroom, put forward their efforts and development goals, and formulate a scientific training and development plan based on the actual situation of each training target.

3. Tutors and incoming teachers establish a scientific lesson study system. Tutors provide model lessons and teaching lectures to training teachers, and regularly guide each teacher’s teaching seminars.

4. Establish a teaching system. Tutors and trainees will gather together once a week (each activity is no less than 3 hours) to conduct special study discussions and practical research.

5. Effectively organize the teaching and scientific research work of the trainees, guide the trainees to master effective scientific research methods and strategies, and guide the trainees to publish more than one quality paper every academic year.

6. Responsible for the stage assessment and evaluation of training objects and the further adjustment and positioning of training work.

7. Do a good job in the accumulation and management of studio files.

(3) Clarify the tasks and requirements of the training objects:

1. Have high teacher ethics, selfless dedication and a strong enterprising outlook on career development.

2. Have a solid foundation of subject theory and subject knowledge, high classroom teaching literacy and classroom teaching level; have strong awareness of teaching, scientific research and self-development; formulate practical and effective personal development plans.

3. Actively participate in various activities of the training class and complete the tasks and requirements planned by the instructor on time and with quality.

4. Be able to actively carry out educational and scientific research on problems that arise in teaching, and become a practitioner, demonstrator and explorer of educational and scientific research. During the training period, there should be corresponding teaching and scientific research results.

5. Play a radiating and leading role in the district and school, radiate the content and research carried out in the training class to both inside and outside the school, and gather and lead more teachers to devote themselves to the second phase of curriculum reform .

6. To implement the "Five One Project", each student must study a topic, take a high-quality class, make a multimedia courseware, publish a paper, give a lecture, and report to the school at the end of the training .

(4) Preliminary work for running the class:

Clear goals: to select a group of outstanding young teachers with development potential throughout the district and form the "Star of Hope" in Jiading District Training classes, among which 3-5 are key training targets, adopt a master-apprentice training method, and create opportunities for them to participate in municipal training. Through a certain training cycle, they will become municipal special-level teachers and district subject teachers in the near future. An important candidate for leadership. The rest have been trained to become key teachers in the district and play an important role in the main battlefield of the second phase of curriculum reform.

1. In-depth research and selection of seedlings

Based on more than 100 in-depth classroom lectures, the instructor discovered a group of backbone Chinese teachers with development potential. After self-reporting and Based on the recommendations and after listening to the opinions of each school, 36 young Chinese teachers were selected to form the "Jiading District Hope Star Training Class", with students from 24 schools in the district. The training class started on April 13, 2006. The two principals and deputy deans of the District Teachers' Training College attended the opening ceremony. Xu Genrong, host of the Municipal Famous Teacher Base, editor-in-chief of the new textbooks, and Shanghai special teacher, attended the opening ceremony and gave a congratulatory speech and gave a special lecture to all the students.

2. Clear direction and design courses

The instructor writes initial diagnostic opinions for each student, including each student’s teaching strengths and weaknesses.

, development potential, short-term and long-term training goals, personalized training measures, etc., and go to the school where the students are located and listen to the class to listen to the opinions of the school leaders and teaching and research team teachers on the initial diagnosis written by the host. The initial diagnostic opinions were customized face-to-face for each student. The students themselves also completed self-evaluation and reflection on the education and teaching work, and designed the expected goals and main measures for self-development, student training goals, training measures, etc., so that Students have a direction for their development and are motivated to learn. According to the teacher job training requirements, three courses, "Domestic and International Education Trends", "Subject Curriculum and Classroom Teaching Reform" and "Educational Research", were opened as teacher training courses and were approved for implementation, and a detailed two-year training plan was formulated.

3. Design manual and leave footprints

At the beginning of the class, the instructor designed a one-volume "Jiading District Hope Star Backbone Teacher Training Manual" for the students, recording the following own growth process. Over the past two years, students have made great progress in the training class by listening to leadership teachings, receiving expert guidance, feeling the style of their peers, exploring teaching rules, and improving their own tastes. The training manual has also witnessed the growth and progress of the students.

4. The opening ceremony was warm and grand.

The training class started on April 13, 2006. Xu Genrong, host of the Municipal Famous Teacher Base, editor-in-chief of the new textbooks, Shanghai special-grade teacher, and relevant leaders of the District Teachers Training College attended the opening ceremony. Teacher Xu Genrong also gave a special lecture on how to use the new teaching materials for students and Chinese teachers in various schools.

The entire opening ceremony was warm, grand and effective.

2. Main practices and results

(1) Learning has a role model - training students’ teacher ethics cultivation

In order to improve the teacher ethics cultivation of all students , Deputy Director Wang Weiping of the District Education Bureau gave a special lecture to the students on "Strengthening the Construction of Teachers' Morality and Improving Their Own Quality", Deputy Zhang Dehai

Chapter 3: Let English Games Shine in the Classroom

Let games shine in your English class

The importance of games in the English class is almost as important as water to fish. It is difficult to imagine how a class can continue without games. . Regardless of whether you are a senior or a junior, learning through games is a very effective way of learning. Lower grade students are active and competitive. Games allow them to use their bodies and brains at the same time, and enjoy the joy of success. Classes in upper grades are relatively boring, and timely games can be excellent ingredients. Good games can liven up a dull English class and are an exciting elixir for students to learn.

1. The arrangement of games should pay attention to the word "appropriate", which means timely, appropriate and moderate.

(1) Organize games at the right time

Look at the right time and arrange appropriate game forms according to the actual situation of the students.

1. Let students mentally enter the English class as soon as possible. Game introduction is a very fast and effective method. We can arrange listen and do, listen and point, look and say, flash and say and other games that are simple to operate but have a checking nature. While playing games, students reviewed old knowledge and gained emotional experience. From the review of these old knowledge, we can naturally transition to the teaching of new knowledge, review the past and learn the new, use the old to bring the new, and kill two birds with one stone.

2. In the review and consolidation stage, the most taboo thing is mechanical practice. Games can make review come alive. For example, after we learn a series of fruits, we arrange for the teacher to pick up a piece of fruit and ask the students to talk about it. However, after repeated several times, the students' enthusiasm will weaken. At this time, we arrange the game Who is missing? Who is fast? Magic eyes, etc., the students' enthusiasm will be restored immediately, and the little hands will rush to raise them again.

3. When traces of "boredom" and "confusion" flash across students' faces, games can solve "urgent needs". Senior students are faced with the problem of memorizing and memorizing words. If you memorize by rote without paying attention to methods, not only will the effect be ineffective, but students' interest will gradually decrease. At this stage, if we can help them master the correct method and encourage them to take the initiative to memorize words, it will be of great help to their future English learning. Games such as Word Solitaire, Hanged Man, and Finding Similar Points not only keep students in a state of active thinking, but also increase their interest in memorizing words after class.

(2) Adaptable organization of games

Some games are very usable, such as games such as copy without distortion, which can be applied to any content. But for some games, not all content is suitable. Teachers must learn to use the most appropriate games. Games such as flash and guess are only suitable for vocabulary teaching and not suitable for consolidating sentence patterns.

Students of different ages have different tastes in games, and we must learn to adapt to their preferences. Students in lower grades like interesting ones. If the copy is not out of shape, high voice and low voice can arouse their desire to participate. Senior students like exploratory games, such as bingo and addition and subtraction competitions, which are very popular with them.

(3) Organize games appropriately

In teaching, we cannot arrange games just to let students relax and have fun. In the final analysis, games serve teaching. Before the game activity, we must specify the corresponding rules. Without rules, the game process will be "chaotic". Only with rules can it be "living and orderly". When students' "playfulness" reaches 50% or 60%, our game should be over. Because if the game ends too early, the students have just entered the game state and are familiar with the rules of the game. The game will end, which will ruin the fun. Secondly, the purpose of "using language" of the game will not be achieved. If the game ends too late, students will become increasingly bored and less enthusiastic about playing such games next time.

Second, the organization of the game must also pay attention to the word "change" - to remain unchanged in response to changes.

(1) Cleverly setting traps

In the same game, "give commands and perform actions", usually the teacher gives the command and the students do it. At most one student can give the command and the other students can do it. Do, occasionally do counter-instructions, and compete in groups. If you do too much, students' curiosity will be gone, and the game will become a mechanical exercise. If you set a few traps, it will have the effect of "turning an old hen into a duck in the blink of an eye". The adjustment of interest is that when the teacher is doing the action, he can first slowly seem to be doing the "sit down" action, and his eyes must be that kind of naughty, and then suddenly change to "stand up", so that the students will feel like fighting with the teacher. The desire to go down. Teachers and students become "enemies", and games become "war".

Combine actions with language, and speak while doing actions. The actions and passwords are sometimes consistent and sometimes inconsistent. While training students to master the knowledge they have learned, it also trains students' ability to respond.

(2) Changing speed

As students gradually deepen their mastery of knowledge, the speed of training can be gradually accelerated. This not only suits the law of learning, but also makes the originally boring exercises more interesting. Showing anger, the students' sense of novelty, which had gradually faded, was aroused again.

(3) The use of reward mechanism

In education, we can realize that praise and incentives play a greater role in students than criticism. With the encouragement of teachers, students can more easily develop their exploration spirit and learn things that were originally thought to be difficult to learn. I often use verbal praise, thinking that giving students material rewards will make them utilitarian. However, under the influence of colleagues, I occasionally try rewards and achieve good motivating effects. I use small five-pointed stars to motivate students, and I often spend the entire evening cutting out five-pointed stars. Sometimes, I feel a little distressed when I receive too many prizes in a class. The most important thing is that students don’t care about them anymore after using them too much. In fact, we can try to use the method of extra points, pay attention to the difference in points, and be sensitive to extra points. Always pay attention to praise students so that students can be recognized. In this way, not only will you be relieved, but you will also make the rewards more variable.

(4) People-oriented

The object of education is people, so education should be people-oriented. In the game, the teacher's demeanor, voice, eyes, and movements are very important. The teacher should use the passion of the host to make every student feel the teacher's call. I believe that only when teachers invest their emotions, students will respond accordingly.

When we feel a little tired from teaching, a small game will drive away the fatigue, allowing us to relax the tight string and refresh ourselves. When we feel that teaching is a little boring, a small game will bring laughter. When laughter fills the classroom, our hearts will also fly. When we feel that teaching is a bit boring, a small game allows us to rethink our minds, use our hands and brain at the same time, and learn while having fun. Games in primary school English classes are endlessly charming.

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