3月(yuè)28日(rì)，英語組進行(xín×λg)英語基本功比賽即興演講研討(tǎo)。周老(lǎo)師(shī)圍繞六個(₽  gè)指定話(huà)題進行(xíng)了¥×(le)三分(fēn)鐘(zhōng)即興演講，老(lǎo<≈)師(shī)們對(duì)如(rú)何進行(xíng)創新型教師(÷"shī)進行(xíng)了(le)思維碰撞，李↔∑↓‌老(lǎo)師(shī)認為(wèi)應該"•♣充分(fēn)利用(yòng)多(duō)媒體(tγ≤ǐ)帶來(lái)的(de)便利，龔老(lǎo)師(shī)則認為(wèi)“≤λ創新”則應該注重于對(duì)教師(shī)這(zhè↓Ω)一(yī)身(shēn)份的(de)創新。下(∞∞↕xià)面是(shì)此次研討(tǎo)的(de)₽ ¶研討(tǎo)成果：

1:Will English teachers be rλ €eplaced by AI teachers?δ™✘

According to Mckinsey: ™βby 2030, at least 14% of emplo£ yees globally might need tδ≥o change their careers due to digitiza♥©γtion, robotics, and A.I. ad↕δvancements. However, I BELIEVE, we,α¥ English teachers are ★ not gonna be replaced by AI. I a∞≥m very confident about that. Here’s why≤₽.

The most important part&  in English teaching is not just pasΩ✔sing down the knowledge to st  udents or grading at the pap←ק₩ers. Actually, English teachers guide t₹₹★he social process of teachinγ' &g. We understand each student, we help÷↕★ students get from point↔≥☆> A to point B. And it’s not a straig↕φ↔ht line. If you just gave a class from <♠Chatgpt in August, an→∑♦÷d say we are gonna see in April. Ma∑ ybe two kids will do t↔✔≤✘he stuff. They actually learn out o≥ε↕f it. Students can copy-paste in Ch≠★∑atgpt, get answers from chatgpt, grade"ε>∑ by Chatgpt. The Chat☆®gpt can do so many things, but it’s ↕±±→just an assistant. Stuπ"dents need us, the pand¶♣★emic showed us that. They ne ​$ed us to guide them.

The ultimate goal of E₽∑©nglish learning, is to h•∞☆₽elp students to cope with different si"✔✔tuations in real life"↔‌, not just the language itself. E₩‌≥®nglish teachers will beat AI not beca☆σ♥use they have higher IQ. It’s be↔ ​✔cause English teaching is $™​a highly personalized ↓δ✘<and interactive process that i★ ↑nvolves creating a learning environmenλ<​t that is conductive to student☆∞ growth, something that AI is no±€t capable of doing.

See? AI cannot and will not← ♦ replace English teachers. Becaus•₽βe English teaching is an inherenε φtly human endeavor, w☆ε♥hich is built on collaboration and rela× tionships. It incorporates curio ₹∑↑sity and creativity.€ ≈ It includes empathy and und$★≥​erstanding. And those are the thing'₩s that we do every single day.

2:How to teach vocabulary in your c'÷  lass?Can you share your ideas and∑ ¶ experiences with us?

      Every time I present new♦←λ vocabulary to students, I tend t$∞o use flashcards or some pictures.§"& This is because picture §₹φs are so vivid and easy to understand. $‌®₩Especially for lower grade students,♥↔‌  flashcards are very useful. Wh↕©‍§en I use flashcards, I wi®€ ll let the students read$•• after me several times. And¥"λ I tell them how to pronounce  ™↕the words by using phonics. AΩ→€nd flashcards can also help the stude•∑£nts to review vocabulary. ±"During the class, I often take out soβ↓γ©me flashcards and give students s ↔ €ome time to memorize them,÷" and cover them up. ♣←↓After that, I ask students to recall ≈♦£the words and read out loudly.

Apart from helping students kπφ​ now how to read and memorλπize the vocabulary, <>↕I think the most import£&ant part in vocabulary teachingβ≤ is to let students know t σ₽♥he meaning of the vocabulary,↓£ not just know Chinese me"₽aning, but use English to interpret ®>"↕each new word, to think ♥☆in English. It’s a good idea to⥧♥ think about how students will recalγ ÷l a word when sitting for an exam and I₹✔ use this as my starting←¥ point to determine hoΩ↑γ¥w I want my students to und≤©>‍erstand the new words. I ​​×​always create a contex↕∞tual experience in the process oσ♣✔f vocabulary teaching (an interesting ¶Ω£↑story, a series of images, a dial β€♥ogue) , which leaves'‌∞α a deep impression on the students. The>λy’ll be able to access♣ ≤ these words with little trouble,©₩π and build up their own vocabulary ±•¥throughout each class!

3. How can you teach grammar in yo'∞ur class?Can you share™$ your ideas and experiences with©δ us?

 In my class, I always let students c←γonclude the grammar rules. After that®<, I adopt different ways $≤for students to use the€✘♣ grammar rules. Grammar is$∏ best learned in the context of languag∑‌↕'e use--reading, writing $&and even speaking. There are many<↑‌∏ creative ways to teach grammar ≈≤∑concepts.

During the class, I usually Create a se←©ries of sample sentences that dα‌εβisplay the grammar concept I amφ₽ teaching. All of th ©★e sentences should follow the concept c'↓∏¶orrectly — except one. I  displa♣≤πy them all together γ€on the screen and ask students to ≠ ¥identify which one i☆₹s wrong. Then, either explain why it✘∞¶™’s wrong or have students discussλ★∏ and provide their oα♣₩♠wn answers as to why it’s wrong.

Once most of the studen↕αγts have mastered the grammar con↔←♥cepts, I will give them a detective m $©§ission. For us, teachers, we alwaysσ® laugh our head off bec±σδause of students’ funny grammar mistakes.So'₽β→ I come up with an idea, I ask my Ω students to write those misλ♣&takes down or take a picture to sharφλe with the class. I often share π↓εthese funny examples at a certain time ∑δeach week or have a con♠>♣φtest for who can find the m★±<ost or the funniest.

4.Raising cultural awareness is a chal★δ$$lenging task. Would you →ε★explain how you mingle cultural elemen•≠ts in language teaching.

I believe that&n←"☆bsp;in some Englishclassses, there is a stron∞♣∏g focus on →σ ♦language skills, but&nbγ<↔λsp;culture is ov∏©<erlooked. This&nb↔✘¥←sp;represents a≥α♣ missed opportunity&nb¥δ¥↔sp;for student&n§'α'bsp;engagement: Without&∑‍εnbsp;cultural contexts, st∏₹ ✘udents are robb‌↕♦ed of a ful₽↓‌l and engaging langε↔uage learning experience.Cul↓‌✘tural elements refer to things like th±σ•‍e beliefs, values, customs, and the ← communication styles of a given cu∏₹lture or society. Here are the ways that"♥ I incorporate cultur≥↔>al elements into my classes.

Before I can teach students somethiπ→Ωng about English culture, I‍≈ always do a lot of reseaσσ™₩rch. If we don’t do this, we may give someΩ•§✔ stereotypes to students. This isπ₹↔ often done unintentiona₩‍₹lly, but it can have ★♦αharmful effects. We should βφalso avoid making bla¶‍nk statements about cultu∏Ω₹¶re, such as, “Americans often have cereal for ≈™"breakfast.” Instead of that, we’d better present the cultural point a±εαs a piece of information:” The word cereal has its roots in Latin,§¥" and it is the name of the ancient ‍≥×Roman goddess of agri® ₽culture and grain cropsλ₽Ω.In the US, cereal is very popul​$ar. Because it’s easy to prepare and vφ≈ ery sweet. Americans '¶$love sweet food. So ∑αcereal have become Americans’ staple breakfast food.  B↔✘ut now, more and more Americans c €hoose to not eat cereals because they £↔want to have a healthy diet with φ∑less sugar.” The students are so interest &ed into my telling, which encourage'®s me to do more resear βch on the cultural backgλδ♦©round.

From time to time, I give stud←¶ents some slangs and idio​₩matic expressions. These are  ↕excellent resources to start un↓€derstanding a culture, and st‌☆udents are very into it. It is also ™®§a good idea to design some exerci¶π✘ses with the cultural elements÷π©α.

5.Do you think it’s necessary to guide↑←© students to do some extended reading ↓↑∑like reading some picture book÷↕s? If so, what can teac♣§≈hers do?

 I love picture books. I love the←←ir weight in my hands, the pr ε♦omise held in a few pages. I love that →¥‌you have to hold them up to ♥<really share them with >γ←others. And I love all th'¶‌e ways they can be brought to∞¥ life in classrooms!

  Teachers can use picture bo<&↑oks to start the day. While not✔↑ all picture books are short, th↕™ere are plenty of short and ™♦®€sweet picture books out the✘≤¥re. Why not try to s ♠$tart the day off with a picture book?¶δ& A short text allows students to settl•♥e into the routine of the da₩•®y. It gives time for late students to m★♣ake their way into the classroom. I€§±t can be tied to theλ≠✔ theme of the day or touch on a b ₹ehaviour we’d like to improve. Students can eve✘☆n take turns to be theα♠& reader, which allows us the time ♣₹λ≤to get beginning of th₽×e day jobs done. And by staα♥™ rting the day with a boo•≈♣k, you’re showing your stude€λ¥nts that you prioritize English reading​Ω₹™.

It is okay to just have f₽α¥un with picture books. We can pσ☆♠∑ut a collection in thδ↕e classroom which students can explore≤× in their own time. S≤✘εtudents can admire the artworδ®∏•k and the way the author put t∑ Ωhe words together. We can also inασ★>vite other teachers to sha™>re a picture book with th←‍☆e class.

  I ask my students to read picture book¶εs not because I want them to get →σ higher grades, but because I want tδ₩hem to admire the language itself.