While teaching speaking the teacher is encouraged to follow the following guiding prin

hold the attention and interest of your students; you must be a clear speaker, with a good, strong, pleasing voice which is fully under you control; and you must be able to act what you are teaching, in order to make its meaning clear. Watch a good teacher, and you will see that he does not move motionless before his class; he stands the whole time he is teaching; he walks about, using his arms, hands and fingers to help him in his explanation, and his face to express his feeling. Listen to him, and you will hear the loudness, the quality and musical note of his voice always changing according to what he is talking about. The fact that a good teacher has some of the gifts of a good actor doesn't mean he will indeed be able to act well on the stage, for there are very important differences between the teacher's word and the actor's. The actor has to speak words which has been learnt by heart, he has

1、A good teacher ______.

A、knows how to hold the interest of his students

B、must have a good voice

C、knows how to act on the stage

D、stands or sits motionless while teaching

2、In what way is a teacher''s work different from an actor''s？ ()

A、The teacher must learn everything by heart.

B、He knows how to control his voice better than an actor.

C、he has to deal with unexpected situations.

D、 He has to use more facial expressions.

3、The main difference between students in class and theatre audience is that ().

A、students can move around in the classroom

B、students must keep silent while theatre audience

C、no memory work is needed for the students

D、the students must take part in their teachers' plays

I have learned many languages, but I have not mastered them the way a professional interpreter or translator has. Still, they have opened doors for me. They have allowed me the opportunity to seek jobs in international contexts and help me get those jobs. Like many people who have lived overseas for a while, I simply got crazy about it. I can’t imagine living my professional or social life without international interactions. Since 1977, I have spent much more time abroad than in the United States. I like going to new places, eating new foods and experiencing new cultures. If you can speak the language, it’s easier to get to know the country and its people. If I had the time and money, I would live for a year in as many countries as possible.

Beyond my career, my facility with languages has given me a few rare opportunities. Once just after I returned from my year in Vienna, I was asked to translate for a German judge at an Olympic level horse event. I learned a lot about the sport. In Japan, once when I was in the studio audience of a TV cooking show, I was asked to go up on the stage and taste the beef dish that was being prepared and tell what I thought. They asked, “Was it as good as American beef？” It was very exciting for me to be on Japanese TV speaking in Japanese about how delicious the beef was.

A.She enjoys teaching languages.

B.She can speak several languages.

C.She was trained to be an interpreter.

D.She was born with a talent for languages.

A.She enjoys teaching languages.

B.She can speak several languages.

C.She was trained to be an interpreter.

D.She was born with a talent for languages.

y aspects of our foreign language teaching situation, Language is a vehicle of meaning that we do not even realize we are using,in other words, a vehicle that is transporting a person's message somewhere but is not itself the object of the trip.

A.entrench

B.tether

C.embrace

D.transform

n that enactment (扮演角色), performance, dramatization are the most successful forms of teaching. Students must be incorporated, made, so far as possible, an integral part of the learning process. The notion that learning should have in it an element of inspired play would seem to the greater part of the academic establishment merely silly, but that is nonetheless the case. Of Ezekiel Cheever, the most famous schoolmaster of the Massachusetts Bay Colony, his onetime student Cotton Mather wrote that he so planned his lessons that his pupils "came to work as though they came to play", and Alfred North Whitehead, almost three hundred years later, noted that a teacher should make his/her students "glad they were there"

Since, we are told, 80 to 90 percent of all instruction in the typical university is by the lecture method, we should give close attention to this form. of education. There is, I think, much truth in Patricia Nelson Limerick's observation that "lecturing is an unnatural act, an act for which God did not design humans. It is perfectly all right, now and then, for a human to be possessed by the urge to speak, and to speak while others remain silent. But to do this regularly, one hour and 15 minutes at a time.., for one person to drag on while others sit in silence？ ... I do not believe that this is what the Creator.., designed humans to do".

The strange, almost incomprehensible fact is that many professors, just as they feel obliged to write dully, believe that they should lecture dully. To show enthusiasm is to risk appearing unscientific, un-objective; it is to appeal to the students' emotions rather than their intellect. Thus the ideal lecture is one filled with facts and read in an unchanged monotone.

The cult (推崇) of lecturing dully, like the cult of writing dully, goes back, of course, some years. Edward Shils, professor of sociology, recalls the professors he encountered at the University of Pennsylvania in his youth. They seemed "a priesthood, rather uneven in their merits but uniform. in their bearing; they never referred to anything personal. Some read from old lecture notes and then haltingly explained the thumb-worn last lines. Others lectured from cards that had served for years, to judge by the worn edges... The teachers began on time, ended on time, and left the room without saying a word more to their students, very seldom being detained by questioners... The classes were not large, yet there was no discussion. No questions were raised in class, and there were no office hours" .

The author believes that a successful teacher should be able to______.

A．make study just as easy as play

B．improve students' learning performance

C．make inspired play an integral part of the learning process

D．make dramatization an important aspect of students' learning

A.when

B.after

C.while

D.until

A.while

B.after

C.since

D.when

A.knows how to hold the interest of his students

B.must have a good voice

C.knows how to act on the stage

D.stands or sits motionless while teaching

the attention and interest of your audience；you must be a clear speaker, with a good, strong, pleasing voice which is fully under your control；and you must be able to act what you are teaching, in order to make its meaning clear.

Watch a good teacher, and you will see that he does not sit motionless before his class: he stands the whole time he is teaching；he walks about, using his arms, hands and fingers to help him in his explanations, and his face to express feelings. Listen to him, and you will hear the loudness, the quality and the musical note of his voice always changing according to what he is talking about.

The fact that a good teacher has some of the gifts of a good actor doesn't mean that he will indeed be able to act well on the stage，for there are very important differences between the teacher's work and the actor's．The actor has to speak words which he has learnt by heart；he has to repeat exactly the same words each time he plays certain part，even his movements and the ways in which he uses his voice are usually fixed beforehand．What he has to do is to make all these carefully learnt words and actions seem natural on the stage．

A good teacher works in quite a different way. His audience takes an active part in his play: they ask and answer questions, they obey orders, and if they don't understand something, they say so. The teacher therefore has to suit his act to the needs of his audience, which is his class. He cannot learn his part by heart, but must invent it as he goes along.

I have known many teachers who were fine actors in class but were unable to take part in a stage play because their brains wouldn't keep discipline: they could not keep strictly to what another had written.

1、 What is the text about？ _____

A、 How to become a good teacher.

B、 What a good teacher should do outside the classroom.

C、 What teachers and actors could learn from each other.

D、 The similarities and differences between a teacher's work and an actor's.

2、 In what way is a teacher's work different from an actor's？ _____

A、 The teacher must learn everything by heart.

B、 The teacher knows how to control his voice better than an actor.

C、 The teacher has to deal with unexpected situations.

D、 The teacher has to use more facial expressions.

3、 The main difference between students in class and a theatre audience is that _____.

A、 students can move around in the classroom

B、 students must keep silent while theatre audience needn't

C、 no memory work is needed for the students

D、 the students must take part in their teacher's plays

4、 A good teacher's voice _____.

A、 should be clear and fully under his control

B、 should not be too loud or too low

C、 should be fixed before he goes to class

D、 All of the above．

5、 Why does a good teacher make gestures while speaking？ _____

A、 To make his meaning clearer.

B、 To draw the attention of his class.

C、 To express feelings.

D、 All of the above.