冬天是积蓄酝酿的季节，是孕育希望的季节，是激发灵感的季节，是审慎筹划的季节。为全面提升我市小学英语教育教学质量，增强教师教学基本功，强化语音培训效果，优化教师语音素养，教师教育发展服务中心陈儒亭主任精心组织了首届全市小学英语教师“英语朗读者”评比展示活动。
英语的美如何呈现？英语教师的魅力如何体现？教英语首先应该教好什么？学英语首先应该学好什么？让我们回归本真，朔源而上！
语言之美主要体现在语音的准确性和节奏的韵律感，只有在朗读中，在自然地道的语流里才能更好地展示出清晰规范的语音和抑扬顿挫的节奏，才能更好地体现出语言表达的准确、生动，贴切、入心。英语朗读通过重音、连读、节奏、语调等技巧把语言材料中的思想感情表达出来，作为教师，更要不断提高朗读水平。朗读在常规教学中对提高学生学习英语的兴趣起着至关重要的作用，因此，英语教师务必做到发音准确，语流流畅，语调自然，通过自身的良好示范潜移默化地帮助学生打好英语学习的基础。
本次活动的主题是“I am an English Teacher”，参与者主要包括近两年优质课和教学基本功等专业比赛的一等奖获得者及学科中心组成员等教师。36位老师经过精心的准备，或将自己的从教经历娓娓道来；或分享自己的教育感悟引人深思，形式多样的风格把我们带入了一个多彩的英语世界。
现在，让我们一起欣赏英语朗读之美，感受我们英语教师的教学魅力吧！
朗读者简介
刘海红，陵城镇杏坛小学教师，自参加工作以来，一直兢兢业业，教学风格独特，教学成绩突出。她坚信努力和运气成正比，努力终将会变成运气！曾获得曲阜市基础教育教研成果一等奖、曲阜市教育教学工作先进个人、曲阜市优质课一等奖、山东省“一师一优课”活动“优课”等荣誉。
导语
十年前，你在做什么？十年前的刘海红老师已经开始了为期半年的支教之路。
2012年，刘老师所在的学校为学生们举行了一场“欢送会”，欢送又一批奔向远方的支教学子。支教生活虽然非常艰苦，但却是刘老师生命中难忘的经历，也为刘老师接下来的教师之旅打下了坚实的基础。
The young voice, “Bye, bye, dear Miss Liu…” lingered in my ears, still. It was at that moment when I was more determined to be a teacher.
Ten years ago, I went to a remote area as a volunteer teacher. The first impression that area gave me was “undeveloped” and “poverty”. Fleeing from that region might be the dream of the villagers, who seldom received education. As a volunteer teacher, my responsibility, without doubt, was to impart the knowledge with the kids within the time when I was there so that they might leave or change their hometown one day.
The condition was tough. For instance, no bus passed the village and the nearest bus station was seven kilometers away; no clean water was available and the water villagers drank was muddy. Although being raised in the country, I did not have this kind of experience before. Therefore, I was a bit uncomfortable at the very first beginning. Nevertheless, things happened next totally changed my mind.
Kids there tried their best to learn even though sometimes they did not exactly understand. It should be noted that they were already the breadwinner of a family at such a young age. After school, they needed to help the family do heavy farm work. “How can they focus themselves on the class if they are so tired”, I was thinking. Deep in my mind, I understood that little I could do to change the whole situation. Therefore, I always gave my best in the class so that kids could absorb as much as possible. Kids were active in the class and responses could always be expected. They tried harder because they might know only in this way, could they catch up with the kids growing up in cities.
Moreover, what made me feel warm in this experience was that kids’ parents or relatives would send some vegetables to us as gifts, which were precious since they already offered the best to us. There is an old saying that, “Bad surroundings makes bad civilians”, but I never had this kind of feeling. Kids were hardworking, and their families were warm-hearted! We even went to the local market together to experience local culture.
Time flied quickly and the leaving day was coming. On the day we left, in order not to make kids sad, the principal sent us off in the early morning. Unexpectedly, when we stepped on the bus, kids were waving their hands and saying goodbye to us. I was moved to tears and it was at that time when I confirmed to be a villager teacher one day, whom I become now.
Now, as a village teacher, I am really grateful for the previous experience as a volunteer teacher. It allows me to have a better understanding on the difficulties I may meet today. For instance, no matter how late it is, I will help my student with pronunciation-correction; no matter how poor grades the students have, I will not give them up. This is our responsibility and I am willing to take that responsibility.
转自：“曲阜小学英语教研”微信公众号
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