STRENGTHEN THE PROFESSIONAL TRAINING OF ENGLISH TEACHERS AND IMPROVE THE ABILITY TO USE TEACHING MATERIALS

ABSTRACT

Due to the unbalanced economic development in my country's regions, no matter how good the teaching materials are, it is difficult to meet the individual needs of schools and students in various regions. Moreover, the teaching materials themselves also have some limitations and congenital deficiencies. Therefore, the effectiveness of teaching materials depends to a large extent on the ability of teachers to use teaching materials. The purpose of this paper is to explore what competencies teachers need to have in the use of teaching materials and how to develop these competencies.

Keywords: teacher; teaching material use; ability; training.

The key to the full play of the role of teaching materials in teaching lies in teachers. There is no perfect teaching material in the world, and an excellent teacher is a good teaching material, and it can also be said to be a good teaching resource.

In Kazakhstan, for most English learners, an English teacher is perhaps their first foreign language learning resource. There are limitations and congenital deficiencies in textbooks, because even the best textbooks can hardly meet the needs of every student, and the textbooks are limited in their timeliness, so it is difficult to reflect the ever-changing real life in time. However, even if the teaching material does not completely match the teaching environment and the actual needs of students, teachers with strong ability can correctly evaluate and analyze the teaching material, use the teaching material flexibly and creatively, and even develop teaching resources to make the teaching material as compatible as possible. To meet the actual needs, improve teaching efficiency, and achieve the goals and requirements of the course.

First, teachers must have solid professional basic knowledge and skilled professional basic skills. In other words, English teachers should have a solid basic English language skill, speak English fluently, decently, and humorously, write correctly, smoothly and beautifully, and be able to express and use English freely in daily classroom teaching, so that students can learn naturally when they appreciate it. the teacher's language.

In fact, the English used by teachers in the classroom is an intangible teaching material. Teachers' beautiful and vivid language expressions will make students unknowingly edified and let them imprint these expressions in their minds.

Second, teachers must have basic educational and teaching theories, effective teaching methods, keen awareness of educational research and advanced teaching concepts. For example, when using textbooks, teachers should view textbooks as a resource, a "teaching aid" that can be adjusted as needed, rather than a "straitjacket" that constrains teachers as Bell and Gower put it) (Tasseron, 2017).

With this belief, teachers can pay more attention to the objectives and requirements of the curriculum, the actual teaching environment and the expectations of learners when evaluating teaching materials. They should be good at discovering the advantages of teaching materials and make full use of them; at the same time, they should also find out the gaps between the teaching materials and the actual teaching, so as to take measures to make up for the deficiencies.

Third, when using textbooks, teachers can understand the compilation system (structure, content, activity methods, etc.) and teaching concepts of the textbooks they use, formulate teaching goals and plans through the analysis of textbooks, and independently determine students' "recent development" according to the actual situation. "area", make full use of the activities in the teaching materials, and give "supporting" help, so that students can improve from the current level to the possible level, and give full play to the role of the teaching materials.

Fourth, teachers should have the ability to flexibly adjust the content of teaching materials according to their learning conditions, such as reducing, deleting, changing (teaching sequence, teaching activity methods, etc.) Make the teaching material more suitable for teaching practice, can stimulate students' learning motivation and interest, and effectively improve the teaching quality.

Fifth, teachers can properly select teaching resources and technical means that help to achieve teaching goals according to teaching needs. Can use multimedia resources and teaching equipment (such as audio, video, whiteboard, projection, network platform, etc.) to create teaching situations, effectively introduce new lessons, present teaching content, stimulate students' interest in learning, and cultivate students' understanding of English and expressing their thoughts in English Ability. Teachers should be able to use some computer software proficiently to prepare lesson plans, lecture notes, practice questions, test questions, etc.; be able to learn to use corpus to teach vocabulary, grammar, etc.; be able to use the Internet to collect many learning resources that suit the different needs of students, satisfy their needs.

With the rapid development of science and technology in my country, the application of information technology and artificial intelligence has changed the traditional classroom teaching situation of "one blackboard, one chalk, one teacher and a group of students" (Mei Deming and Wang Qiang, 2018). The teaching method has injected vitality and vitality, and of course, it has also changed the situation that teachers rely on only one textbook and a set of teaching materials.

Teachers and students can find a lot of resources they need from the Internet. Foreign language teaching resources are not only limited to domestic, but can also be directly taken from abroad. It becomes very convenient for teachers to develop teaching resources and supplement their teaching needs. The Internet can not only provide students with virtual teachers, but schools can also directly hire native English-speaking teachers to teach online lessons for students in areas where teachers are lacking. At the same time, through online and offline "dual teacher teaching", as well as "going out" and "inviting in", Chinese and foreign teachers' cooperation, learning and exchanges will inevitably optimize teaching resources and teaching methods.

All teachers who aspire to lifelong education and take the road of sustainable development will have the ability to use, evaluate and develop teaching resources, and will become excellent teachers, and some of them will become textbook compilers, reviewers or researchers.

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