我的高中英语教学故事
英语教学故事3篇
英语教学故事3篇学校英语教学故事我从事英语教学工作期间，通过自己的学习摸索及向他人的借鉴，这学期有一些好玩的教学故事，现在此讲一讲：学校的英语教学主要以培育孩子们对英语的爱好为主绽开，主要让孩子们在轻松的课堂环境下感受简洁的英语，并尝试着用简洁的英语口语进行日常的沟通。
在教学中，为同学创设情景，例如借助图片、玩具等引出教学内容，依据同学们的生活体验,如喜爱什么食物、喜爱什么颜色等引发孩子们的学习爱好，从听听说说、读读认认、唱唱玩玩中培育同学的爱好和力量。
形式多样的竞赛和嬉戏激发情景。
嬉戏也迎合学校生爱玩的天性，寓教于乐；竞赛则永久是一剂课堂的兴奋剂，培育他们合作协调力量和适者生存、优胜劣汰的意识。
如本学期针对英语学习的四项基本技能：听、说、读、写。
我推出了人人争做小明星的竞赛项目，详细有：朗读小明星—培育他们正确的语音语调；词汇无敌星—积累丰富的词汇量；多才多艺星—训练他们制造英语的乐观性和团队合作的力量；诗歌天王星—培育他们学英语、说英语的爱好。
他们通过自己的努力，在单项竞赛中这些同学心里布满成就感，更自信，也就更喜爱英语了。
在英语课堂中我采纳多样化活动教学，效果很好。
所谓多样化活动教学就是把小故事，歌曲，笑话，竞赛等融入到课堂中，激发同学的求知欲，活跃课堂气氛，使英语课真正活起来。
俗话说"爱好是最好的老师"，这一点在英语教学中尤为重要。
首先在课前，我是以歌曲导入。
在英语课堂教学中，歌曲是必不行少的。
针对孩子们天生活泼好动的性格，用英语歌曲导入，组织课堂教学，效果很好。
对于低班级的同学来说，他们爱表演，所以我给每首歌都编了简洁的动作，例如"Please，stand up."（动作示范）等等，尽管有些动作很简洁，但是同学却很乐于参加。
我也曾让他们依据歌曲的意思自己编动作，孩子们更是喜爱，甚至有些孩子编的动作比我编的还要好。
对于低班级的同学来说，他们活泼好动，利用英文歌曲，加上简洁的动作就可以形成较好的课堂组织教学形式了。
我的教育故事 高中英语
我的教育故事高中英语教育故事是一种非常有意义的分享方式，以下是一个关于高中英语的教育故事：我在高中的时候，英语一直是我感兴趣且热爱的科目。
然而，在刚开始学习高中英语的时候，我遇到了很多困难。
阅读理解、写作和口语表达都让我感到头疼。
为了克服这些困难，我采取了几个重要的步骤。
首先，我主动求助于我的英语老师。
我向她寻求建议和指导，并请她提供一些额外的习题和学习资源。
她非常热心地帮助我，给我提供了很多学习的支持。
其次，我决定多读英语原版书籍和文章。
我选择了一些适合我水平的英文小说和杂志，并坚持每天阅读一段时间。
通过阅读，我不仅扩大了自己的词汇量，而且提高了阅读理解的能力。
另外，我还积极参加英语角和学校的英语演讲比赛。
通过与其他同学交流和互动，我提高了自己的口语表达能力并增强了自信心。
参加演讲比赛也给了我机会将所学的知识应用到实际中去。
最重要的是，我保持了积极的态度和坚持不懈的努力。
英语是一门需要长期坚持和反复练习的学科，所以我每天都花时间复习和练习，不断巩固和提高自己的英语水平。
经过一段时间的努力和持续的学习，我逐渐取得了进步。
我的阅读理解能力提高了，写作也变得更加流畅。
我甚至获得了学校的英语成绩奖，并代表学校参加了一些英语竞赛。
通过我的高中英语学习经历，我学会了许多重要的技巧和策略。
不仅在英语学习方面，我还意识到坚持、努力和积极态度对于取得成功在任何领域都是至关重要的。
这个故事展示了我的高中英语学习之旅，同时也表达了我在面对困难时的积极态度和努力奋斗的精神。
无论遇到什么困难，只要保持努力和坚持下去，我们都能够取得进步和成功。
高中英语小故事
高中英语小故事Once upon a time, there was a little girl named Lily. She was a very curious girl and always wanted to learn new things. One day, she found a magic mirror and couldn't help but look into it.The mirror showed her a world full of beautiful flowers and butterflies. She was so fascinated by what she saw that she wanted to explore that world. But the only way to get there was to climb through a small hole in the mirror.Lily gathered all her courage and climbed through the hole. She found herself in a magical land full of wonders. There were talking animals, flying carpets, and even a castle made of candy!Lily explored the land and met many interesting characters. She learned that in this land, anything was possible if you believed in it. She also learned that the best things in life are not things at all, but the people we share them with.After exploring for a while, Lily decided to return home. She climbed back through the hole in the mirror and found herself back in her room. She realized that even though the magic land was wonderful, her real home was where her heart belonged.From then on, Lily always believed in the magic of life and the power of her imagination. She never forgot the wonderful adventure she had in the magic land, and it always remained a special part of her heart.。
高中英语教学案例5篇
高中英语教学案例5篇第一篇：高中英语教学案例高中英语教学案例高二外研版选修六 module3 FriendshipPeriod 2 Roy’s StoryXxxx一、学生分析授课对象为高二98班的同学。
98班为文科班，女生较多，英语基础较好，对英语比较感兴趣。
所以我比较注重提高学生的英语思维和表达能力。
通过任务型课堂活动和学习，学生的学习自主性得到加强，主动参与到活动中去，成为课堂的主体，同时也加强了与他人交流合作的能力。
但是考虑到有十来个男生的英语基础不是太好，我在问题的设置上采用的是先易后难兼顾到了各个层次的学生。
是孩子们在学习的过程中各有收获二、教材分析这一模块的中心话题是友谊。
阅读正是围绕这一话题展开的。
叙述了作者和他的朋友从相识到相知。
但后来因他朋友父亲的去世，他的朋友开始变得反复无常。
而且作者无意中发现他的朋友偷别人的东西。
这件事让作者变得无所适从无法去面对他的朋友。
三、教学目标知识与技能：学习阅读中的词汇及培养一些阅读能力。
情感价值观：通过本节课的学习使学生意识到友谊的重要性。
五、教学过程Step1 Lead-in导入在上这节课在上课前几分钟，我播放了学生们都非常熟悉的英文歌《友谊天长地久》。
因为这首歌是电影《魂断蓝桥》的主题曲。
而这部电影刚好我在高一时让孩子们看过。
所以上课时孩子们听到熟悉的旋律，就情不自禁的想到了电影中的故事情节。
对我提出的关于友谊的问题也就很感兴趣。
目的及依据：通过听相关歌曲激发学生的学习兴趣及已有的知识背景，运用已有的知识思考本单元的中心话题。
Step2 Brainstorming 好朋友所必备的好品格是什么因人而异。
让学生快速想出些相关的词汇。
例如kind, honest, humor.等Step3 Skim and skin to find the main idea of each paragraph 一篇文章由多个段落组成，只要读懂了每段的意思就能读懂了整篇文章。
我的英语教学故事(杨洪国)
我的英语教学故事那一束灿烂的映山红进贤县罗溪中学杨洪国顽皮学生周浪的改变，曾一度使我感到诧异。
现在的他变得遵守纪律，热爱学习，变得对英语感兴趣了。
新学年伊始，我被委任为初二（3）班的班主任。
分班采用的是千年不变的模式——抓阄。
嗨！手气不佳。
最令人头疼的顽皮差生周浪就这样成为了我班上的一员。
听以前教过他的老师说，他违反纪律的次数最多且屡教不改。
开学之初，我本想找他谈一次话，先给他一个下马威。
可后来转念一想：那样会不会更加刺伤他的自尊心？还是先观察一段时间再说吧。
我明显可以看出，或许是他以前的“名气”太大，同学们根本瞧不起他，他也一如既往地违反纪律。
上英语课时，我在黑板上板书，偶一转身拿黑板擦，就发现他正用手指顶着英语课本滴溜溜地转着呢。
课本在他的手指上平稳地转着，活像是“二人转”演员在表演绝活。
看他转书的手法，说实在的，如若不是在上课，我真会大声喝彩。
我双眼一瞪，他立马坐好。
上课稍不注意他，他就在座位上做小动作，影响其他同学。
这不，我在批改初二（3）班的作业时，看到周浪同学的作业成了大花脸：在单词monkey的下面画了一只猴子，在单词tiger的旁边画了一只老虎。
在第二行，画了一个大熊猫，在它的背脊上写着单词panda。
老虎爪子里握住一杆猎枪，瞄准猴子，熊猫大喊：“保护animal！”看来是不知道“保护protect”这个单词如何拼写。
我苦笑不得。
也许周浪这位同学是一边看电视动画片，一边写作业了。
批评还是默许？按照正常的教学成规，他的这次作业应该被撕掉。
但是，我没有这样做。
我把周浪叫到办公室，他不好意思地站在我面前，也许他已经意识到自己的恶作剧了。
我笑着说：“Your homework is very good! Your picture is very beautiful, too.You are great!”听到我在赞扬他，他有点受宠若惊，他那颗紧张的心总算放松了下来。
“周浪，你真行！你在作业本上的图画画得可真漂亮，单词书写也很整洁。
高中英语教育教学故事
高中英语教育教学故事篇一：我的高中英语教学故事我的高中英语教学故事（个人经验及总结）在英语教学中，个人有很多的教学故事，从中得出了很多的经验及总结，现作如下几点总结。
一、必修注意高一与初中的衔接过渡高一新学期开始，可以通过摸底了解学生大致水平，及时给学生弥补初中的缺漏知识。
可利用上半学期的时间从语言、词汇、语法、句型等方面系统复习。
要尽快使学生适应高中英语教学，具体做法是：培养学生课前预习、课后复习的良好学习习惯；坚持用英语授课，要求并鼓励学生用英语思考问题、回答问题；根据高考要求，从高一年开始就需要培养学生的阅读能力，教会学生一些阅读技巧，养成良好的阅读习惯；另外，课后要多与学生接触，尽快和学生熟悉。
在这当中确实能够很好的了解学生，更好地帮助他们学习英语。
二、高中英语教学要强化学生主体意识，注重英语的交际性。
“让游泳者到水中去。
”这是交际语言教学理论的思想核心。
语言学家毛鲁（KE Morrow）曾说过：“T o learn it, do it only by practising communicative activities can we learn to c ommunicate.” 意思是，要学，就得实践。
贯彻交际性原则亦就是要把教学活化为实际:1．建立“课前五分钟会话”，培养课堂交际氛围。
如一进课堂老师说：“It’s nice to see you again./It’s fine today, isn’t?/How are you today?”星期一上课问：“Did you have a good time in the weekend?”学生会作出不同的回答，引出更多的对话，从而达到交际的目的。
这种做法一定要坚持到高三年。
2．适当让学生表演对话或课文内容。
针对近期所学内容，布置学生课后进行讨论排练，然后再般上课堂表演。
3．多鼓励，少批评。
为了使学生更爱开口，在练习中，要重视运用鼓励性语言，不断强化学生参加交际的信心。
我的一次难忘高中英语教学故事
我的一次难忘高中英语教学故事
不知不觉我已从教近14年了，在这中间，给我留下了很多难忘的故事，尤其是在2004年高三临近毕业的时候，为了提高学生的英语口语，我在班上组织了一个活动，名曰“我的毕业演讲”（Graduation Address）。
形式是每天一个学生轮流上台演讲５分钟左右。
内容不限。
我的一个学生做了一个让我终生无法忘记的毕业演讲。
她的演讲开始也和其他学生一样，是感谢所有的老师和同学给予她的无私帮助。
但是在说完这些之后，她拿出了个小的单放机，对我们用英语说：“请大家闭上眼睛，欣赏这首英文歌《卡萨布兰卡》，让我们一起来回忆过去共同走过的日子。
”
听着旋律优美的歌曲，我和全班同学都闭上了眼睛。
当我闭上眼睛的时候，我想起和学生在一起的酸甜苦辣的日子，想起即将和他们分别，不知怎么的，我泪流满面。
不约而同的是，我睁开眼睛的时候，看见所有在场的人都哭此文转自斐.斐课件.园 了。
我们都有过最美好的回忆。
不管是快乐的，还是悲伤的，那曾经的一切，突然都变成了回忆。
曾经的不开心，也成了最难能可贵的回忆了。
我想，这次的演讲，我们都不会忘记。
而这个学生给我留下的，不仅仅是简单的歌曲，而是怎么样才可以让学生可以更大程度上的发展自己的个性。
学生不仅仅是学生。
他们也我们的老师。
他们所拥有的思想和情感是远远超出我们的想象。
每一个学生都是一个故事，或者是一首诗歌。
而我们作为老师，需要的是有发现他们美的眼睛。
高中英语教学案例课堂故事范文
高中英语教学案例课堂故事范文It was a brisk autumn morning when I stepped into the high school English classroom eager to implement my carefully crafted lesson plan. The air was abuzz with anticipation as the students settled into their seats, their curious eyes fixed on me, awaiting the start of the lesson.I began by introducing the day's topic – a case study of a classic piece of literature. As I spoke, I could sense the students' attention piquing, their minds already whirring with questions and observations. To set the stage, I provided a brief overview of the work, highlighting its historical significance and the key themes that would guide our exploration.Recognizing the importance of engaging the students actively, I divided them into small groups and assigned each one a specific aspect of the text to analyze. The groups quickly immersed themselves in their tasks, poring over the passages, discussing the nuances of the language, and formulating their interpretations.As I circulated around the classroom, I was struck by the depth of the students' discussions. They were not merely reciting facts but delving into the deeper layers of meaning, making connections to their own experiences and drawing insightful parallels to the contemporary world. I found myself learning as much from them as they were from the lesson.One group, in particular, caught my attention. They were grappling with the complex character development in the novel, debating the motivations and moral dilemmas faced by the protagonists. Their animated exchange was punctuated by thoughtful pauses as they carefully considered each other's perspectives.Sensing an opportunity to further engage the class, I prompted the groups to present their findings. One by one, they took the floor, sharing their analyses and engaging the rest of the class in a lively discussion. I was impressed by the students' ability to articulate their ideas clearly and defend their positions with well-reasoned arguments.As the lesson progressed, I observed the students' enthusiasm and intellectual curiosity growing. They eagerly raised their hands to ask probing questions, eager to delve deeper into the nuances of the text. I found myself adjusting the pace and direction of the lesson to accommodate their insightful inquiries, recognizing the value offostering a dynamic, student-centered learning environment.Towards the end of the class, I assigned a reflective writing task, encouraging the students to synthesize their learnings and share their personal insights. As they diligently put pen to paper, I walked around the classroom, observing their thoughtful expressions and the steady flow of their writing.When the class period came to a close, I was struck by the sense of accomplishment and intellectual fulfillment that permeated the room. The students had not merely absorbed the material but had truly engaged with it, grappling with the complexities and nuances of the text. I could see the spark of understanding in their eyes, and I knew that this lesson had left a lasting impression.As I reflected on the experience, I recognized the importance of tailoring lesson plans to the unique needs and interests of the students. By creating an environment that encouraged active participation, critical thinking, and meaningful dialogue, I had witnessed the transformative power of engaged learning.This classroom story serves as a testament to the potential of high school English education. When students are given the opportunity to delve into the richness of literature, to analyze and interpret the written word, they are not only developing their language skills butalso honing their critical thinking abilities, their empathy, and their understanding of the human experience.In the end, this case study lesson was not just about the text itself but about the invaluable process of learning, discovery, and personal growth that unfolded within the confines of the classroom. It was a reminder that the true measure of a successful English lesson lies not in the mere transmission of information but in the cultivation of curious, engaged, and intellectually curious minds.。
高中英语教师教育故事随笔
高中英语教师教育故事随笔高中英语教师教育故事随笔：英语教师教育教学故事不知不觉从事英语教育工作已经将近一年的时间。
这短短的一年时间，我经历了许多的困难和挫折，也在摸索中收获了许多的成长。
我总是时不时会反思自己，我是不是已经做到最好了？我进步的空间在哪里？我还可以用什么新的方法来帮助孩子们吗？当然，随着经验的累积，我会学会更好的掌控我的课堂教学和对学生的教育。
但是，面对着一张张懵懂的童稚的脸庞，我知道孩子们的成长过程只有一次，错过不会再来。
作为一名教师的责任，我必当竭尽所能的去带领孩子们走进英语学习的世界，并且懂得如何去学习，并且养成良好的学习习惯。
正如古人言：授之以鱼不如授之以渔。
接手高年级的孩子的时候，我的心是忐忑不安的。
孩子们在低年段的英语学习内容相对比较简单，适当时间的投入就能达到理想的成果。
但是，同样的成果在高一是很难的。
学生的英语水平要求进入了更高的新台阶，这对于学生，乃至于教师，都是一个很大的挑战。
学生们反映，每个单元的知识点和重点词汇增加，考试题目多样并且难度大幅度提高。
课堂时间有限，并不是每个学生都能被提问到，而且布置作业也很局限的在写和读的部分。
书面作业我可以批改，但是读的作业我又要如何去衡量呢？这是我的一个难题。
我去跟经验丰富的教师们请教，几乎每个礼拜都去外校停课，也经常关注深圳市的小学英语教学分享群的更新。
终于，我获得了了灵感。
我建立起一套奖励机制。
发给学生每人一张朗读登记表，让家长根据孩子每天在家的口语练习状况进行打分A，B，C， D。
我会一星期一查，并且根据每个月的纪录评出朗读之星。
同时，我还建立起了一个微信群作英语口语交流的作用。
短短三天，已经有超过30个家长加入了微信群中，时至今日，也有41个家长加入群里。
我们虽然做不到100%，却能为大部分同学提供一个交流和展示的平台。
我会惊奇的发现，有几个上课从不举手的同学，其实在家里可以把口语说的很好。
而在鼓励之下，有10多位同学可以每天给我发口语录音，而有绝大部分同学一个星期可以发给我三次口语录音。
高中英语教育叙事案例范文怎么写
高中英语教育叙事案例范文怎么写
在高中英语教育中，叙事案例是一种常见的学习模式，通过真实的故事和案例
来帮助学生更好地理解英语知识和文化。
下面我将介绍一些写高中英语教育叙事案例的方法和技巧：
1. 选择一个有趣的主题
叙事案例应该选择一个引人入胜的主题，例如个人成长经历、人际关系故事或
者社会事件。
主题应该能够引起学生的共鸣和兴趣，让他们愿意去深入了解。
2. 描述背景和情节
在叙事案例中，你需要描述清楚背景和情节，让读者能够真实地感受到故事的
情节和环境。
通过生动的描述，激发学生的想象力和思考力。
3. 引入适当的对话和情感
对话和情感是叙事案例中的关键元素，通过适当的对话和情感表达，可以让学
生更加深入地了解故事中的人物和事件，从而培养他们的语言表达能力和情感交流能力。
4. 结尾总结和启示
在叙事案例的结尾，应该总结故事的主要内容和启示，让学生能够从中获得有
益的思考和启示。
通过案例的引导，帮助学生思考和探讨英语学习中的问题和挑战。
通过以上几点方法和技巧，你可以写出一篇生动有趣的高中英语教育叙事案例
范文，激发学生的学习兴趣和思考能力。
希望以上内容对你有所帮助，祝你写作成功！。
我的高中英语教学故事
我的高中英语教学故事一、常规教学中求创新叙事（一）高一年级与初中的衔接过渡叙事高一新学期伊始，我们通过入学考试了解学生大致水平，即时给学生补充初中的缺漏知识。
利用一个月左右的时间从语言、词汇、语法、句型等方面协助学生系统复习。
尽快使学生适合了高中英语教学，具体做法是：培养学生课前预习、课后复习的良好学习习惯；坚持用英语授课，要求并鼓励学生用英语思考问题、回答问题；根据高考要求，从高一年级开始就培养学生的阅读水平，教会学生一些阅读技巧，养成良好的阅读习惯；为了尽快和学生们熟悉起来我让学生们给自己起一个英文名字，然后给每个学生制作了精美的卡片佩戴在胸前。
这样一周之后，两个班的一百二十个学生全部理解并能叫出他们的中文英文名字。
（二）高中常规英语教学叙事语言学家毛鲁（ke morrow）曾说过：“to learn it, do it … only by prac tising communicative activities can we learn to communicate.”意思是：要学，就得实践。
贯彻交际性原则亦就是要把教学活化为实际，我的做法是：1．建立“课前五分钟会话”，培养课堂交际氛围。
如一进课堂我说：“it’s nice to see you again. / it’s fine today, isn’t it? / how are you t oday?”星期一上课问：“did you have a good time in the weekend?”学生会作出不同的回答，引出更多的对话，从而达到交际的目的。
2．尽量坚持让学生作duty report。
这个做法初中就经常采用，不过到了高中我仍然坚持让学生继续做，实践证明duty report是锻炼学生开口的好方法。
具体是让当天值日生在讲台前向同学们介绍当天日期、天气、出勤等情况。
3．适当让学生表演对话或课文内容。
针对近期所学内容，布置学生课后实行讨论排练，然后再搬上课堂表演。
高中简单的英语故事大全
高中简单的英语故事大全故事教学法是指在教学过程中,通过故事教学来完成教学和达到教学目标的一种教学方法,具有一定的现实性与可行性。
小编精心收集了高中简单的英语故事，供大家欣赏学习!高中简单的英语故事：The Little MermaidThere is a great kingdom under the sea. Where all the merpeople live and swim free. The king of the mermaids, Poseidon the Great, has six pretty daughters-the youngest is eight.Her name is Titania. She's golden hair. She likes to hear stories from grandmother fair. She tells her stories of a land far away where people don't swim-they walk, as they say."When can I see them? Can we go now?" "When you're sixteen, deer, but not right now.”So every night, when it's time to sleep, she dreams of this land and then falls a sleep.在深深的海底，有一个伟大的国度。
在这里，人鱼们自由自在的生活着。
统治着人鱼王国的海神有六个美丽的女儿，最小的8岁。
她的名字叫泰坦尼亚，她长着一头金黄的长发。
她喜欢听祖母讲故事。
祖母经常给她讲一个遥远国度的故事。
在那个国度里，人们不是游，而是走——他们这样说。
“我什么时候能见到他们?我们现在可以去吗?”“亲爱的，你需要等到16岁。
高中英语教学案例范文三篇
高中英语教学案例范文三篇1.介绍俄罗斯遗失琥珀屋的轶事2.研究描述世界文化遗产的起源、发展和保护等方面的情况3.提高阅读技能，让学生自己归纳课文内容4.结合中外文化遗产一起讨论，引起共鸣5.研究如何谈论文化遗产，形成保护文物的意识。
四、教学过程1.引入：通过图片展示和视频介绍，让学生了解世界文化遗产的概念和意义，引起学生对文化遗产的兴趣。
2.阅读课文：让学生自己阅读课文，并在阅读过程中记录重要信息，例如人名、地名、时间、事件等。
3.归纳课文内容：让学生自己归纳课文内容，并进行讨论，帮助学生理解课文。
4.结合中外文化遗产讨论：让学生结合自己所了解的文化遗产，进行讨论，引起共鸣。
5.研究如何谈论文化遗产：让学生研究如何谈论文化遗产，例如如何描述文化遗产的起源、发展和保护等方面的情况。
6.总结：让学生总结本节课所学内容，并形成保护文物的意识。
五、教学反思本节课的教学效果还不错，学生对文化遗产的意义和重要性有了更深入的了解，也学会了如何谈论文化遗产。
但是，在教学过程中，我发现有些学生对课文内容的理解还不够深入，需要加强课后的巩固。
同时，我也需要更好地掌握学生的研究水平，让教学内容更加贴近学生的实际情况。
教学过程：一、引入教师通过图片和录音引入文化遗产的话题，展示琥珀屋的新旧图片，给学生感官上的刺激，帮助学生理解文章。
教师可以在板书上记录一些生词。
二、精读练学生阅读课文后进行精读练，回答问题掌握细节，了解琥珀屋从形式-失踪-重建的过程，从整体上把握它的结构、特色，并研究用英语归纳以及复述。
三、设计小对话两人围绕琥珀屋设计小对话，练口语表达能力，同时研究难句的解释。
四、小结文章学生找关键线索，分析文章的写作手法，小结上完这节课的收获，使他们的掌握阅读技巧的同时也增加了见识。
五、小组讨论学生进行小组讨论，复述课文，加深对文章的理解，并总结自己通过本课研究学到了什么，达到教学目标--形成保护文物意识。
六、教学策略教师采用多媒体教学，用一些有关文物的精美图片，引起学生对即将阅读的文章的兴趣，减少陌生感。
高中英语我的育人故事作文
My Story of Nurturing in High School EnglishEducationAs an English educator in a high school, I have witnessed countless moments of growth and transformation in my students. It is an honor and a privilege to be a part of their journey, guiding them through the intricacies of language and culture. One such story, particularly poignant, stands out in my memory, a testament to the power of education and the impact it can have on a young mind.It was a typical autumn day when I first met Alex, a freshman struggling with the demands of high school English. He was quiet and reserved, often avoiding eye contact and reluctant to participate in class discussions. His English proficiency was below grade level, and he seemed overwhelmed by the pace and complexity of the course.I sensed a deep-seated fear in Alex, a fear of failure and a lack of confidence in his abilities. Determined to help him overcome these obstacles, I began by approaching him after class, offering extra support and encouragement.I assigned him extra reading materials, tailored to hislevel, and gradually introduced him to more challenging texts.Slowly, Alex began to show signs of progress. His reading comprehension improved, and he started to engage more actively in class discussions. I could see the sparkof curiosity and enthusiasm in his eyes, and it was a joyto watch him grow.However, the real breakthrough came when Alex decidedto participate in the school's English speech contest. He was nervous and hesitant, but I encouraged him to take the leap and believe in himself. Together, we spent countless hours preparing his speech, refining his pronunciation and delivery.On the day of the contest, Alex stood before the audience with a confident smile. His speech was clear, passionate, and engaging. When he finished, the audience erupted in applause, and I could see the pride and accomplishment in his eyes.That moment marked a significant turning point for Alex. His confidence skyrocketed, and he became a more outgoing and engaged student. His English proficiency continued toimprove, and he even started to assist other students who were struggling with the subject.As I reflect on this experience, I am reminded of the profound impact that education can have on an individual.It is not just about acquiring knowledge or passing exams; it is about nurturing the potential and confidence of each student, helping them discover their voice and find their place in the world.In Alex's case, my role as an educator was not just to teach him English, but to empower him to believe in himself and take risks. It was a journey of growth and transformation for both of us, and I am grateful for the opportunity to have been a part of it.As I continue my career in education, I will always remember Alex's story and the lessons it taught me. It is a reminder of the power of patience, perseverance, and a belief in the potential of every student. It is a storythat inspires me to continue nurturing the minds and hearts of the young people I have the privilege to teach.**我的高中英语育人故事**作为一名高中英语老师，我见证过无数学生成长与蜕变的时刻。
教育叙事英语教师故事1
教育叙事英语教师故事作为一名英语老师, 在教学中我们一定有很多的趣事发生吧, 以下是精心准备的教育叙事英语老师故事, 大家可以参考以下内容哦！英语教育叙事故事（一）教学几年来, 在英语课堂教学中总是觉得学生对英语学习不感爱好, 究其原因是因为学英语需要及大量的单词太乏味太辛苦了, 英语教育叙事故事。
是的背英语单词是很辛苦, 但是如果我们能把它变得interesting了是不是可以改变这种状态呢。
带着这种想法, 我最近在课堂教学中做了一点尝试, 一次在教高二选修7第三单元生词时遇到particularly这个单词教了好几遍学生就是读不下来, 总是有相当一部分学生有问题, 我突然想到最近我正在学习讨论单词速记法就说：“谁能想一个好办法把这个单词记住？”过了几秒钟, 有一个学生小声地说了什么, 我隐隐约约听到好像是说这个单词的, 于是我就叫他起来说, 于是这个学生就大声说：“party可以有你了。
”我一听, 非常兴奋地说：“Very good!…”经过讨论最后确定为：“Party上可以有你了就特别了。
”这样一来, 即解决了读音问题又和词义有了联系, 由于内容很形象所以增加了趣味性, 因此就便于记忆了, 这样一来课堂就活跃了起来。
看到学生这样兴奋, 我顺便讲了一些记忆方面的知识, 以期能起到画龙点睛的作用。
能让学生轻松地学习, 这也是课标对教学的要求。
既然大多数学生记忆英语单词有困难, 为什么我们不能给他们教一些记忆方法呢。
大脑, 这个遍布沟回的神秘领域, 一般人穷其一生能用到的却不过百分之一二；开发大脑, 挖掘大脑潜能, 已经成为全人类的一个梦想。
在国外, 脑力运动早已兴起, 由英国人“大脑先生”托尼？波赞发起的世界记忆力锦标赛更是风行十余年, 成为全球最权威的记忆力赛事。
而在中国, 这个领域几乎一片空白。
还好近几年来速记在我国已经越来越被关注, 记忆方面的书籍也如雨后春笋层出不穷, 张杰。
王茂华等记忆大师也进入了世界记忆大赛的前十名行列。
我的教育故事 高中英语教师
我的教育故事高中英语教师Growing up, I always had a passion for learning and a deep fascination with the English language. From a young age, I was captivated by the power of words, the nuances of grammar, and the ability to express oneself through written communication. This love for the English language ultimately led me to pursue a career as a high school English teacher, a journey that has been both rewarding and transformative.My own educational journey began in a small town where I attended a public high school. While the resources and opportunities were limited, I was fortunate to have a few exceptional teachers who ignited my love for literature and writing. These educators recognized my potential and challenged me to push the boundaries of my abilities. They encouraged me to delve into classic works of fiction, to analyze complex themes, and to hone my writing skills.One teacher, in particular, stands out in my memory. Mrs. Johnson, my 10th-grade English teacher, was a true inspiration. Her infectious enthusiasm for the subject matter and her unwavering belief in herstudents' capabilities created an environment that fostered intellectual growth and a genuine appreciation for the written word. Under her guidance, I discovered the joy of close reading, the power of persuasive essays, and the art of crafting compelling narratives.Mrs. Johnson's teaching style was a perfect blend of rigor and compassion. She demanded excellence from her students, but she also recognized that each individual learned and expressed themselves differently. She would take the time to provide personalized feedback, offering constructive criticism and practical strategies to help us improve. Her dedication and genuine care for our academic and personal development were truly inspiring.As I progressed through high school, my passion for English only grew stronger. I eagerly participated in extracurricular activities, such as the school's literary magazine and the debate team, further honing my skills and deepening my understanding of the subject matter. These experiences not only enriched my academic life but also instilled in me a sense of confidence and a desire to share my knowledge with others.Upon graduating from high school, I knew that my path would lead me back to the classroom, but this time as an educator rather than a student. I enrolled in a prestigious university, where I pursued a degree in English literature with a focus on secondary education. Therigorous coursework, combined with hands-on teaching experiences in local high schools, prepared me for the challenges and responsibilities of being a high school English teacher.During my time in college, I had the opportunity to observe and learn from a diverse array of educators, each with their unique teaching styles and approaches. I was fascinated by the ways in which they were able to captivate their students, foster critical thinking, and cultivate a love for the written word. These experiences, coupled with my own passion for the subject matter, solidified my determination to become an exceptional English teacher.Upon completing my studies, I was eager to put my skills and knowledge into practice. I was fortunate to secure a position at a high-performing public high school in a vibrant urban community. The first few years were challenging, as I navigated the complexities of lesson planning, classroom management, and the diverse needs of my students. However, with each passing year, I grew more confident and adept at my craft.One of the most rewarding aspects of my job is the opportunity to witness the transformative power of education. I have seen shy, reluctant students blossom into confident, articulate young adults, captivated by the beauty of language and the depth of literary analysis. It is a privilege to play a role in shaping the intellectual andpersonal growth of my students, to help them discover the joy of reading, and to empower them to express themselves with clarity and conviction.As a high school English teacher, I have also had the privilege of collaborating with a talented and dedicated team of educators. We work tirelessly to develop engaging curricula, to implement innovative teaching strategies, and to provide our students with the resources they need to succeed. Together, we strive to create a learning environment that is both academically rigorous and emotionally supportive, one that nurtures the unique talents and aspirations of each individual.Beyond the classroom, I have also had the opportunity to contribute to the broader educational community. I have participated in professional development workshops, presented at local and national conferences, and even co-authored a few academic publications. These experiences have not only enhanced my own teaching practice but have also allowed me to share my passion for English education with a wider audience.Looking back on my journey, I am filled with a deep sense of gratitude and pride. The path to becoming a high school English teacher has been challenging, but the rewards have been immeasurable. I am grateful for the mentors and educators who haveinspired me along the way, and I am humbled by the opportunity to pay it forward by inspiring and empowering the next generation of students.As I continue on this rewarding career path, I am constantly reminded of the profound impact that education can have on individuals and communities. With each lesson I teach, each essay I grade, and each conversation I have with my students, I am reminded of the transformative power of the written word and the importance of fostering a love for language and literature.In conclusion, my journey as a high school English teacher has been a testament to the transformative power of education. It has been a journey filled with challenges, growth, and the immense satisfaction of witnessing the intellectual and personal development of my students. As I look towards the future, I am excited to continue this rewarding work, to inspire and empower the next generation of learners, and to play a role in shaping a more literate and articulate society.。
2000字高中英语教师育人故事
2000字高中英语教师育人故事The story of a high school English teacher's dedication to educating, inspiring, and nurturing students is a tale of passion, commitment, and love. This is the story of Ms. Smith, a devoted educator who has spent over two decades teaching high school English in a small town in the heart of the Midwest.Ms. Smith knew from a young age that she wanted to be a teacher. Her own high school English teacher had a profound impact on her life, inspiring her to pursue a career in education. After graduating from college with a degree in English literature, she returned to her hometown to teach at the same high school where she had once been a student.From the moment Ms. Smith stepped into her classroom, she knew she was where she belonged. With a passion for literature and a love for teaching, she threw herself into her work, eager to impart her knowledge and enthusiasm to her students. She spent countless hours planning lessons, grading papers, and providing feedback to her students, always striving to help them reach their full potential.Ms. Smith's classroom became a sanctuary for her students, a place where they could feel safe, supported, and inspired tolearn. She created a welcoming and inclusive environment, encouraging her students to express themselves, share their thoughts and ideas, and engage in lively discussions about the texts they were studying.One of Ms. Smith's most memorable experiences as a teacher was when she had a student named Mark, who was struggling in her class. Mark was a quiet and reserved young man who had never shown much interest in reading or writing. Ms. Smith knew that she had to find a way to reach him, to inspire him, to help him see the beauty and power of literature.Ms. Smith spent countless hours working with Mark, providing him with extra help, encouragement, and feedback. She tailored her lessons to his interests, selecting texts that she knew would resonate with him and challenge him to think critically and creatively. Slowly but surely, Mark began to blossom, his confidence growing as he discovered a newfound love for literature.One day, to Ms. Smith's delight and amazement, Mark approached her after class with a poem that he had written. The poem was raw, powerful, and deeply personal, a reflection of Mark's inner thoughts and emotions. Tears welled up in Ms.Smith's eyes as she read the poem, moved by the beauty and honesty of Mark's words.From that moment on, Mark became a different student. He threw himself into his studies with a newfound passion and determination, eager to learn, to grow, to push himself beyond his comfort zone. Ms. Smith watched with pride and joy as Mark's confidence soared, as he began to excel in her class and in other areas of his life.As the years passed, Ms. Smith continued to inspire and nurture her students, sharing her love for literature, her passion for teaching, and her unwavering belief in their potential. She celebrated their successes, comforted them in their struggles, and guided them on their journey to self-discovery and growth.Ms. Smith's impact on her students was immeasurable. She instilled in them a love of learning, a thirst for knowledge, and a belief in themselves. Many of her former students went on to pursue careers in writing, teaching, and other creative fields, inspired by the example she had set for them.Ms. Smith's dedication to her students, her passion for teaching, and her unwavering belief in the power of education have left a lasting legacy in the hearts and minds of all those who had the privilege of being her students. She is a shining exampleof the transformative power of a dedicated and caring teacher, a true beacon of light in the world of education.。
我的高中英语教学故事-心得体会
我的高中英语教学故事-心得体会我是一位高中英语教师，在教学中常有些家长和学生反映平日里很认真的学习英语，背单词、读课文，但效果总不是那么奏效，有的还甚至高考落榜。
还有包括很多学生包括现已参加工作的年青人，认为在高中阶段学到的知识对他的工作与生活没有一点可用之处，学到的知识自离开学校后就还给老师了。
从以上的种种事例中，我们不难得出如此疑问：我们当前的教育是否存有某些问题，我们的教学是否到了非改革不可的水准了？在实际英语教学中普遍存有着学生为了考试而学、教师为考试而教；或者说，学生为分数而学，教师为分数而教。
这种现象共有的特点就是：教师向学生展示的知识世界具有严格的确定性和简约性，这与以不确定性，和复杂性为特征的学生真实的生活世界和社会环境迥然相异。
教育、课程远离学生的实际生活。
在实践中，与知识、技能的传授无直接关系的校内外、课内外的活动便被视为额外的负担而被排斥。
对于书本知识的热衷追求以及为了片面追求所谓的升学率使教师知识点愈讲愈多，愈讲愈细，作业量愈来愈大，学生则愈来愈厌学。
我们能够想象，我们在这种教育方式下培养出来的人才是否具有适合现代社会所必须的基本素养。
所以，改革课程及教学评价标准与体系是大势所趋、势在必行。
当前全国正如火如荼地展开英语新课程改革，新课程强调改变学生的学习方式，倡导探究性学习。
我认为作为一名教师，教学理念及教学方式、方法都要符合新课程的需要。
首先应改变以教师为中心、单纯传授书本知识的教学模式。
教师应协助学生发展探究知识的水平、获取信息的水平和自主学习的水平。
作为探究式课堂教学的老师，首当其冲的任务是调动学生的积极性，为学生的学习设置探究的情境、建立氛围，促动探究的展开，促使他们自己去获取知识、发展本能，做到自己能发现问题、提出问题、分析问题、解决问题。
其次，教师在课堂教学活动的设计应有利于发挥学生的创造力和想象力，增加开放性的任务型活动和探究性的学习内容，使学生有机会表达自己的看法与观点，同时也要鼓励学生学会合作，发展与人沟通的水平。
英语故事高中
英语故事高中Once upon a time, in a small town called Greenwood, there was a high school named Evergreen High. This high school had a unique English class taught by a renowned teacher, Mr. Johnson. Mr. Johnson was known for his innovative teaching methods and his ability to make learning English fun and engaging for his students.One day, as the students entered the classroom, they noticed a peculiar-looking book placed on each of their desks. The book had a faded cover with the title "English Stories: Unlocking Your Imagination." The students were intrigued and eagerly waited for Mr. Johnson to begin the lesson.Mr. Johnson, with his trademark smile, began by saying, "Today, wewill embark on a journey through the realms of English stories. These stories will not only improve your language skills but also inspire your creativity and broaden your perspective."The students were captivated by Mr. Johnson's words and eagerly flipped open the book. Inside, they found a collection of classic English stories, ranging from fairy tales to adventure novels. Each story was chosen deliberately by Mr. Johnson to cater to the varied interests of his students.The first story they delved into was "The Secret Garden" by Frances Hodgson Burnett. The tale of a young girl named Mary Lennox who discovers a hidden garden in her uncle's estate captivated the students' hearts. They were transported to the lush green gardens of England and were mesmerized by the vivid descriptions and rich vocabulary used in the story.Mr. Johnson encouraged the students to actively participate in the discussion of the story. They analyzed the characters, discussed the themes of friendship and rejuvenation, and even acted out scenes from the book. Through these activities, the students not only improved their English language skills but also developed critical thinking and teamwork abilities.Moving on to the next story, "To Kill a Mockingbird" by Harper Lee, the class delved into a more complex narrative. This American classic tackled themes of racial discrimination and the loss of innocence. Mr. Johnson skillfully facilitated debates among the students, promoting empathy and fostering a deeper understanding of societal issues.As the weeks went by, the students explored numerous stories, including "Pride and Prejudice," "The Great Gatsby," and "Animal Farm." Each story presented new challenges and opportunities for growth. The students began to appreciate the beauty of literature and its power to evoke emotions and ignite imagination.In addition to reading and discussing the stories, Mr. Johnson assigned various creative writing tasks to the students. They were asked to write their own stories, poems, and essays inspired by the readings. This encouraged the students to apply what they had learned and strengthened their writing skills.At the end of the semester, the class organized a storytelling exhibition where the students showcased their creative works. Parents, teachers, and fellow students were invited to experience the magic of English stories through captivating performances and heartfelt readings. The event was a resounding success and a testament to the students' hard work and dedication.In conclusion, Mr. Johnson's English class at Evergreen High School was a transformative experience for the students. Through the exploration of English stories, they not only improved their language skills but also developed a love for literature and a deeper understanding of the world around them. Mr. Johnson's innovative teaching methods and unwavering passion for English storytelling left a lasting impact on the students, allowing them to carry the lessons learned throughout their lives.。
高中英语教学小故事
高中英语教学小故事一、引言本文档旨在为高中英语教师们提供一个教学小故事的示例，以增加学生们对英语研究的兴趣和参与度。
小故事可以帮助学生更好地理解英语知识，并通过情境化的方式提升他们的英语运用能力。
二、小故事内容故事概述小故事讲述了一个发生在一所高中的故事，主要关注几个学生的生活和研究情况。
通过这个故事，学生们可以了解到高中英语知识的应用场景，并尝试运用这些知识进行英语对话和交流。
故事情节第一幕：新学期的开始新学期开始了，高中的英语老师，李老师，向学生们介绍了本学期的研究内容，并强调了英语的重要性。
他告诉学生们，英语可以帮助他们与世界沟通，丰富他们的知识和视野。
第二幕：班级活动班级组织了一次英语角活动，让学生们有机会在实际对话中运用所学英语知识。
同学们分成小组，每个小组有一个特定的话题，例如旅行、食物、体育等。
他们可以自由地用英语交流和讨论，分享彼此的见解和经历。
第三幕：期末考试学期结束时，李老师组织了一次期末考试，测试学生们对本学期所学知识的掌握情况。
考试包括听力、阅读、写作等几个部分。
学生们发挥出色，展现了他们在英语研究中的进步。
第四幕：展示活动学校举办了一次英语展示活动，学生们可以展示自己在英语研究中的成果。
有的同学表演了英语歌曲，有的同学进行了英语演讲，还有的同学进行了英语小剧场表演。
同学们通过这个活动，体验了英语的乐趣，增强了他们的自信心。
三、教学目标通过教学小故事的呈现，学生们将达到以下目标：1. 理解英语知识在实际生活中的应用；2. 掌握英语对话和交流的基本技巧；3. 提升对英语研究的兴趣和参与度；4. 发展学生们的听、说、读、写能力；5. 培养学生们的团队合作和表达能力。
四、教学方法1. 情景教学法：通过情境化的教学，让学生们更好地理解和运用英语知识。
2. 合作研究法：通过小组活动、角色扮演等方式，培养学生们的团队合作和沟通能力。
3. 演示教学法：通过教师演示范例，引导学生们进行英语对话和交流。
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我的高中英语教学故事（个人经验及总结）
在英语教学中，个人有很多的教学故事，从中得出了很多的经验及总结，现作如下几点总结。
一、必修注意高一与初中的衔接过渡
高一新学期开始，可以通过摸底了解学生大致水平，及时给学生弥补初中的缺漏知识。
可利用上半学期的时间从语言、词汇、语法、句型等方面系统复习。
要尽快使学生适应高中英语教学，具体做法是：培养学生课前预习、课后复习的良好学习习惯；坚持用英语授课，要求并鼓励学生用英语思考问题、回答问题；根据高考要求，从高一年开始就需要培养学生的阅读能力，教会学生一些阅读技巧，养成良好的阅读习惯；另外，课后要多与学生接触，尽快和学生熟悉。
在这当中确实能够很好的了解学生，更好地帮助他们学习英语。
二、高中英语教学要强化学生主体意识，注重英语的交际性。
“让游泳者到水中去。
”这是交际语言教学理论的思想核心。
语言学家毛鲁（KE Morrow）曾说过：“To learn it, do it only by practising communicative activities can we learn to communicate.”意思是，要学，就得实践。
贯彻交际性原则亦就是要把教学活化为实际:
1．建立“课前五分钟会话”，培养课堂交际氛围。
如一进课堂老师说：“It’s nice to see you again./It’s fine today, isn’t?/How are you today?”星期一上课问：“Did you have a good time in the weekend?”学生会作出不同的回答，引出更多的对话，从而达到交际的目的。
这种做法一定要坚持到高三年。
2．适当让学生表演对话或课文内容。
针对近期所学内容，布置学生课后进行讨论排练，然后再般上课堂表演。
3．多鼓励，少批评。
为了使学生更爱开口，在练习中，要重视运用鼓励性语言，不断强化学生参加交际的信心。
三、多培养学生自主学习的能力
只有通过辅导学生掌握一套科学的学习方法，并培养学生的自学能力，才能使学生的学习积极性和主动性得以发挥。
具体包括：培养学生的预习能力、各种方法掌握英语基本知识的能力、学生自己整理所学知识的能力。
另外，自学能力的提高还得益于大量的独立的阅读，于是新学期开始就要要求学生人人必备一本英汉词典作为工具书，让学生勤查字典。
四、教学当中要努力激发学生学习英语的兴趣
在教学中培养学生的学习兴趣，增强教学效果，才能避免在以后的学习中产生两极分化。
具体做法是把语言教学与日常生活联系起来，上课可以结合时事、热点，给学生讲有关政治、历史、社会等各方面的新闻、幽默等。
还可以通过开辟第二课堂，如举办英语角、讲故事、各类竞赛等。
老师课后应当多和学生交流接触，了解学生的需要，适当和学生一起参加活动、体育运动。
课后还可以布置学生听英语广播、看英语新闻，然后再到学校进行交流。
然而，在教学实践中，批改作业是一个薄弱环节、一个被忽视的环节。
在此，我总结自己的教学体会，谈谈自己对批改作业的看法。
1 巩固教学效果，发展学生智能
教学的一个根本目的，是要求学生学会独立思考、独立自学，最终成为一个能独立工作的合格人才。
课内教学的双边活动是至关重要的，但由于学生多，时间少，而学生主动活动机会则不多。
所以，课外作业便是学生个体完成作业的独立活动的基本形式。
学生在完成作业过程中，需要独立思考、独立钻研，这对学生有充分的实际锻炼机会。
课外作业，有助于学生发展智能和创造性才能，有助于培养学生灵活地应用知识解决问题，有助于培养学生的能力，并能培养学生按时完成任务的习惯和责任心，以及克服困难的精神。
因此，教师要
在作业的布置和批改上下工夫，不仅要重视答案的公平性、客观性和唯一性，还要重视学生的选择性和创造性以及答案的开放性和多样性。
如，学了高二上册Unit9的Saving the earth, 我要求学生写一篇作文What do you think is the most serious problems in the world? 要求学生联系生活列举身边对环境造成污染的事例，并提出解决问题的方法，从而对学生进行环保教育，使他们认识到地球环境问题的严重性及如何由我做起，在日常生活中的点滴做起保护环境，节约能源。
2 及时对学生信息进行反馈，认真调整教学环节
每个学生对课堂上的知识掌握程度，都会在作业中直接反映出来。
对于难度较大的题目，学生出现错误较多的作业，教师批语应多加鼓励，并且在讲解时要具体详细，对课堂教学也必须做出相应的调整。
对于难度较小，作业一般不应该出现的问题，批语应该严肃恳切，并指导学生及时纠正。
同时，教师可利用批语争对不同层次的学生征求对课堂教学，尤其是单元教学的意见，使自己对教学方法和教材处理更加科学合理，更加有利学生主动接受性、新知识，提出新问题。
例如，教师可以在中下等水平的学生作业里用批语征求意见：Do you think this unit is difficult for you? What do you think is the most difficult point? 或者 What’s your suggestion on how to deal with the next unit?坚持这样做一段时间后，学生会主动向教师反映上一个单元中还没有弄清的教学内容和在新课文预习的过程中遇到的问题。
这样，就能做到因材施教、教学相长。
3 交流师生感情促进学生的求知欲
人的心理结构是有智力、意志、情感三个基本因素组成的。
情感因素在培养学生学习兴趣，促进学生积极主动接受知识的过程中起到关键作用。
教师应采用教学情感性若干策略：①激励性。
善于发现学生的优点和特长，正面诱导。
②支持性。
给遇到困难、丧失信心、情绪低落的学生以必要的心理援助。
③愉悦性。
相互信任、彼此融洽的师生关系，可以使教学取得更加满意的效果。
师生书面语言的交流是中学阶段师生情感交流的最佳方式。
通过长期的师生书面交流，能够使学生对本学科学习兴趣盎然，使教师课堂内外教学得心应手，达到教与学的高度配合。
例如，一个学生曾有抄袭作业的毛病，我批阅：I’m glad that you can hand in your homework on time and your handwriting is beautiful. But is it written by yourself? Why not do it by yourself? If you made any mistakes, it doesn’t matter.又如，某学生在初中没有认真学英语，进入高中发觉自己和同学差距较大，就产生了放弃英语的念头，对作业马虎应付。
我发现情况后，在作业中写到： Although your English is poor ,it doesn’t matter. Don’t lose heart .Try your best. I’m sure you will be better and I will always help you .Whenever you have question, just come to me. 后来，他经常向我请教英语学习的各种问题。
我鼓励他积极上进，指导他采取正确的学习方法，并强调我时刻都在关注着他的进步。
经过努力，他的英语成绩接近班级中等水平。
更有一些学生，在与老师建立了互相信任的基础上，愿意把自己在学习中遇到的问题以及生活中的烦恼甚至个人秘密，用英语或中英夹叙与教师交流。
事实证明，良好的师生关系极大地促进教学的顺利进展。