英语教育叙事案例

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教育叙事案例英语老师(2篇)

第1篇In the heart of a bustling urban school, nestled among the towering skyscrapers and the hum of the city, there was a classroom that seemed to defy the chaos outside. It was a haven of learning, a place where dreams were nurtured, and where one English teacher, Mrs. Thompson, was making a significant impact on the lives of her students.The SettingThe classroom was modest, with rows of wooden desks and the familiar scent of books. The walls were adorned with colorful posters of famous English authors and phrases from classic literature. The room was filled with the sound of laughter and the murmur of discussions, a testament to the vibrant learning environment that Mrs. Thompson had created.The TeacherMrs. Thompson was a middle-aged woman with a warm smile and a passionfor teaching that was infectious. She had been teaching English for over two decades, and her dedication to her students was unwavering. Her classroom was a place where every student felt valued, and where learning was not just about academic success but also about personal growth.The NarrativeThe story of Mrs. Thompson's classroom began on a crisp autumn morning. The students, a diverse group of young individuals with varied backgrounds and interests, entered the room with a mix of excitement and trepidation. Mrs. Thompson greeted them with a smile and a welcome that immediately made them feel at ease.One of the students, Alex, was particularly quiet and reserved. He had a knack for writing, but he struggled with speaking in front of others. Mrs. Thompson noticed this and decided to take a personalized approach to help Alex overcome his fears. She began by assigning him smallwriting tasks, which he excelled at. Slowly, Mrs. Thompson encouraged Alex to share his work with the class, starting with just a fewsentences at a time. With each success, Alex's confidence grew, and his voice began to resonate more loudly in the classroom.Another student, Maria, was a visual learner. Traditional teaching methods often left her feeling disconnected from the material. Mrs. Thompson recognized this and started incorporating more visual aids into her lessons. She used diagrams, videos, and interactive whiteboards to make complex concepts more accessible to Maria. This not only helped Maria but also made the lessons more engaging for the entire class.One day, the class was studying Shakespeare's "Romeo and Juliet." Mrs. Thompson knew that many students found the language and themes of the play challenging. Instead of simply reading through the play, she decided to bring the story to life. She organized a Shakespearean play, allowing students to take on roles and perform scenes from the play. The excitement in the classroom was palpable as students prepared for the performance. The day of the play arrived, and the school hall was filled with the sound of a live performance. The students were not just actors but also directors, set designers, and stage managers. The experience was transformative for everyone involved, and it brought Shakespeare's timeless story to life in a way that no textbook could.As the year progressed, Mrs. Thompson's classroom became a place where students not only learned English but also learned about themselves. They discovered their strengths, faced their fears, and grew as individuals. Mrs. Thompson's teaching style was not just about imparting knowledge but about fostering a love for learning and a sense of community.The ImpactThe impact of Mrs. Thompson's teaching extended beyond the classroom. Students who had once struggled with English found their voices and gained confidence. They began to see the value of literature and the power of language. Alex, who had once been too shy to speak, delivered a powerful monologue in the school play. Maria, who had previously avoided group work, became an active participant in class discussions.The success of Mrs. Thompson's approach was not limited to individual students. The class as a whole demonstrated significant improvement in their understanding of English literature and their writing skills. Mrs. Thompson's passion for teaching had created a ripple effect that touched every student in the room.ConclusionThe case of Mrs. Thompson, the English teacher, is a powerful testament to the transformative power of education. Her commitment to her students, her innovative teaching methods, and her ability to create a supportive and inclusive learning environment are qualities that any educator would do well to emulate. In a world that is ever-changing, Mrs. Thompson's classroom stands as a beacon of hope, a place where students can dream, grow, and learn.第2篇In the heart of a bustling urban school, there exists a classroom where the world of words and sentences come alive. This is the classroom of Mrs. Johnson, an English teacher with a passion for literature and a heart full of compassion. This narrative explores the transformative journey of a student, Alex, and the profound impact Mrs. Johnson's dedication and innovative teaching methods had on his learning experience.BackgroundAlex, a 14-year-old boy, entered Mrs. Johnson's English class with a mixture of apprehension and curiosity. He had struggled with English for years, often feeling disconnected from the subject matter. His previous teachers had used a traditional, teacher-centered approach, where the focus was on rote memorization and passive learning. Alex's grades in English were consistently below average, and he had begun to dread the weekly classes.The First EncounterOn the first day of the semester, Mrs. Johnson greeted her students with a warm smile and an open mind. She introduced herself and her expectations for the course, emphasizing the importance of critical thinking and creative expression. Instead of launching into atraditional lesson, she asked her students to share their favorite books and why they enjoyed them. Alex, initially hesitant, found himself sharing about a science fiction novel that had captured his imagination.Mrs. Johnson listened intently, nodding and encouraging each student. She then announced that the course would be a journey through various genres of literature, with a focus on how authors use language to convey emotions, ideas, and experiences. She promised that each student would have the opportunity to explore texts that resonated with them personally.The Transformative ProcessAs the semester progressed, Mrs. Johnson's approach began to have a profound effect on Alex. She encouraged active learning by creating a classroom environment that was both supportive and challenging. Here are some key moments that illustrate the transformative process:1. Personalized Learning: Mrs. Johnson recognized that each student had unique strengths and weaknesses. She tailored her lessons to accommodate different learning styles, allowing Alex to engage with the material in ways that were meaningful to him. For instance, she provided him with additional resources on grammar and vocabulary, helping him build asolid foundation.2. Interactive Discussions: Mrs. Johnson facilitated lively class discussions, where students were encouraged to express their opinions and ask questions. Alex found himself participating more actively, not only because he was interested in the texts but also because he felt valued and respected in the classroom.3. Creative Assignments: Instead of traditional essays and quizzes, Mrs. Johnson assigned creative projects that allowed students to express themselves in different ways. Alex thrived on these assignments, writingpoetry inspired by the characters and themes of the books they studied. His writing improved significantly, and he began to take pride in his work.4. Peer Collaboration: Mrs. Johnson encouraged peer collaboration, which helped Alex to learn from his classmates and feel less isolated. He developed strong relationships with his peers, and together, they supported each other in their learning journey.5. Reflective Writing: At the end of each unit, Mrs. Johnson had students write reflective essays on the texts they had studied. This practice allowed Alex to connect the literature to his own life experiences, fostering a deeper understanding and appreciation of the material.The OutcomeBy the end of the semester, Alex's transformation was evident. His grades in English soared, and he developed a genuine love for the subject. He no longer dreaded English class but looked forward to it, eager to engage with new texts and share his thoughts with his classmates. Mrs. Johnson's innovative teaching methods had not only improved Alex's academic performance but also instilled in him alifelong love of reading and writing.ReflectionMrs. Johnson's story serves as a powerful reminder of the impact that dedicated teachers can have on their students. By adopting a student-centered approach, she was able to tap into Alex's interests and strengths, transforming his learning experience from a source of dread to a source of joy. This case study highlights the importance of personalized learning, interactive discussions, creative assignments, peer collaboration, and reflective writing in fostering a love for learning.In conclusion, Mrs. Johnson's dedication and innovative teaching methods played a crucial role in Alex's educational journey. Her approach not only improved his academic performance but also instilled in him apassion for literature that would undoubtedly serve him well in the future. This narrative is a testament to the power of education and the transformative potential of a caring and dedicated teacher.。

初中英语教育叙事范文

初中英语教育叙事范文
初中英语教育是培养学生语言能力的重要阶段。

以下是一个相
关的叙事范文示例：
故事题目：我的英语研究之旅
故事内容：
我在初中时期开始了我的英语研究之旅。

一开始，我对英语并
不感兴趣，觉得研究起来很枯燥无味。

但是，我的英语老师非常有
趣和激励，她教我们用有趣的游戏和互动的方式研究英语，让我开
始渐渐爱上了这门语言。

在我课余时间，我积极参加各种英语角和英语俱乐部的活动。

通过和其他同学一起交流和练，我不仅提高了我的口语能力，也拓
展了我的词汇量。

同时，我还通过英语阅读来提升我的阅读理解能力，并逐渐培养了阅读英文小说的惯。

我的英语研究之旅也充满了挑战和困难。

有时候，我会遇到一
些难以理解的语法规则和单词拼写。

但是，我通过请教老师和同学，
以及利用各种研究资源，逐渐克服了这些困难。

我学到了坚持不懈和不怕失败的重要性，这使我更加自信面对英语研究的挑战。

随着时间的推移，我发现我在英语研究中的进步越来越快。

我在英语考试中取得了好成绩，也能够和外国朋友进行基本的交流。

这使我对自己的能力更加有信心，并且对将来的英语研究充满了期待。

通过初中英语教育，我不仅学会了一门语言，更重要的是培养了我研究的兴趣和能力。

我相信，英语研究将在我的未来道路上扮演重要的角色。

以上就是我初中英语学习之旅的叙事范文。

希望能够给大家带来一些启发和参考。

教育叙事小学英语(八篇)

教育叙事小学英语(八篇)（实用版）编制人：__________________审核人：__________________审批人：__________________编制单位：__________________编制时间：____年____月____日序言下载提示：该文档是本店铺精心编制而成的，希望大家下载后，能够帮助大家解决实际问题。

文档下载后可定制修改，请根据实际需要进行调整和使用，谢谢!并且，本店铺为大家提供各种类型的实用资料，如料作文大全、名言名句、心得体会、语录大全、祝福语、演讲稿、古诗词、读后感、申请书、其他资料等等，想了解不同资料格式和写法，敬请关注!Download tips: This document is carefully compiled by this editor.I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!In addition, this store provides you with various types of practical materials, such as the complete collection of materials and compositions, famous sayings and sentences, experiences, quotations, blessings, speeches, ancient poems, after-reading feelings, applications, and other materials. If you want to know different data formats and writing methods, please pay attention!教育叙事小学英语(八篇)在日常学习、工作或生活中，大家总少不了接触作文或者范文吧，通过文章可以把我们那些零零散散的思想，聚集在一块。

小学英语教师教育叙事3篇

小学英语教师教育叙事3篇As a primary school English teacher。

my goal is to cultivate students' strong interest in learning English and good language habits。

XXX。

and develop their basic abilities in listening。

speaking。

reading。

writing。

XXX。

and I e you to read it.Narrative 1: Striving for ExcellenceI remember someone once said。

"I cannot change the length of life。

but I can change its width." As an educator。

I have been confused about my work。

but in the past few days。

I suddenly realized that life is not necessarily what we see。

and we actually have the ability to change it。

The key issue is whether we want to change and whether we have the ability to do so.Hello。

Miss Zhao!" Every time I hear the XXX from the children。

I am deeply moved by their eager eyes。

Every day。

I am touched by everything around me。

especially the simplicity。

英语教育叙事范文(精选6篇)

英语教育叙事范文(精选6篇)英语教育叙事范文第1篇英语教育叙事范文第5篇英语作为学生学习的第二语言，有着与其他学科不同的特殊性。

从学科本身来讲，课堂上出现各种意外事件的频率比较高，再加上农村学生的学习行为习惯相对差些，所以能否较为妥善地处理好突发事件就显的尤为重要。

俗话说的好“猝然临之而不惊，无故加之而不怒。

” 只有“沉着”，才能“应战”，才能将被动局面扭转。

一次在快要上完一节还算满意的课后，一个学生突然举手示意。

原本以为他要提出针对本课的疑问，没想到是向我告状。

告状的内容是他身旁的小李同学偷偷地看了大半节课的课外书。

因为他坐的是最角落的位置加之我在平时有不许学生在课堂上随便告状的规定，所以始终曾未发现。

正当这时下课铃声响起，为了不耽误给其他学生布置作业，我只说了句：“下课后，小明同学帮我把录音机提到办公室去。

”在回办公室的路上，我一边走在他身旁，一边和他进行了这样的对话：“上课看的是什么书啊?”小李：“《马丁的早晨》。

” “哦，那这书讲的是什么故事啊?”小明：“一个叫马丁的魔术师的故事。

”“哦?他会变魔术?变什么呢?”小明：“变很多种人。

”“那具体说说啊。

”他开始莫不做声，估计在努力回想，但似乎因为语言组织能力不是很好，没有立刻回答，这时也恰好走到了办公室。

让他放下录音机后我问：“你这节课共看了几页呢?”小明翻了翻书说：“好几十页。

”我说：“不错呢，一节课可以看那么多。

如果你一节课能学那么多知识该有多好啊(自言自语)，那你在课上有听到我讲了些什么吗?”小明：“ruler。

” (以前的旧知识，在这节课中运用于新旧知识的结合环节)我又接着说：“不错，一心能二用，边看书边还可以听课，说明你脑袋不赖啊。

”小明不好意思地低下了头。

我立刻又问：“那你能用英语说说这尺是什么颜色的吗?”(颜色是这节课的新授内容)小明不是很自信地回答：“red?” 我竖起拇指表扬道：“Very good!”(接着便拿出了另外几种颜色的词语卡片，如我所料有大部分都读不出，我便反复耐心地教，耐心的纠正)不到5分钟，那孩子已经掌握的差不多了。

英语教育叙事案例 (2)

英语教育叙事案例故事题目：改变的力量故事梗概：这是一个关于一位名为杰克的英语教育工作者的故事。

杰克从大学毕业后，他来到一所小城市的学校担任英语教师。

然而，这所学校的教学水平相对较低，学生们对英语学习缺乏兴趣和动力。

在这样的环境中，杰克遇到了许多挑战，但他决定尝试改变这种状况。

故事情节：1. 杰克到达学校的第一天，他发现学生们对英语课程没有兴趣。

他们只是机械地背诵单词和文法，而没有实际运用的机会。

他决定改变教学方法来激发学生的兴趣。

2. 杰克组织了一次英语角活动，邀请学生们自由交流，分享自己的想法和经历。

这个活动获得了学生们的积极参与，他们愿意用英语表达自己的观点。

3. 杰克引入了一些互动的教学方法，例如学生们通过小组合作解决问题，角色扮演以及有趣的游戏。

这样的教学方法使学生们更积极主动地参与课堂。

4. 在课堂外，杰克鼓励学生们每天都阅读英文文章或故事，并组织了一次读书分享会。

学生们展示了他们的阅读成果，分享着他们喜欢的书籍及阅读心得。

5. 通过这些改变，学生们对英语学习的兴趣逐渐增加。

他们开始自己主动学习英语，找到自己的学习方法，并且取得了进步。

学生们的英语成绩也逐渐提高。

6. 不仅学生们受益于这些改变，整个学校的英语教学水平也得到了提升。

学校也成为了文化交流的平台，接待了许多国际交流项目。

7. 杰克在学校获得了教育界的认可，他的教学方法也被其他教师借鉴和应用。

他感到非常自豪，因为他看到了他的努力和改变所带来的积极影响。

结尾：通过杰克的努力，这所学校的英语教育水平得到了提高，学生们的学习兴趣和动力也得到了激发。

这个故事展示了英语教育中改变的力量，以及教师的重要作用。

杰克不仅在教育上发挥了积极的作用，同时也改变了学生们的一生。

小学英语教育叙事案例3篇_教师教育叙事范文_

小学英语教育叙事案例3篇英语是世界上应用最为广泛的语种，也是国际上各国交流的最通用语种。

随着中国社会经济的发展，国际交往也逐步地扩大和深入。

因此英语教育在中国也受到越来越多的重视，并逐步成为中国基础教育的重要组成部分。

本文是小编为大家整理的小学英语教育叙事案例，仅供参考。

小学英语教育叙事案例一：这一节课是我刚刚调到复兴小学上的第一节课，这节课是在星期三下午第六节，学生们在上午进行了紧张的语数学习，而第五节课则刚刚上了一节体育课，学生好像都玩得很累，一上课都在不停地擦汗水，阳光透进了教室，气氛觉得非常的沉闷。

看着这些孩子们，我觉得很无奈，新课肯定是无法很快进行的了，不能照常规的方式来进行教学了，得换一种方式让学生既觉得新鲜又便于教学的模式，而且还得找一个方法让学生们调整一下。

于是我让学生们站起来，一起说唱歌谣”Head and shoulders knees and toes …”并让学生用手指了相应的身体部位，然后和学生一起做了一套简单的手指操，学生的激情慢慢地被调动起来了，注意力基本调整到了英语学习上来了，在进行复习导入的时候，我拿出了事先准备好的单词卡片，教师出示卡片，让学生快速地读出这个单词，同时快速地用动作比划出单词所展示的动词短语，并评出比较到位的活着独特的动作，并进行鼓励，学生在这个环节上参与度也很高，有的学生也创作出了许多新的动作，通过复习的游戏活动，学生进一步掌握了上一节课所学习的词汇，效果良好，也没有人再去做别的事情了。

在新授课阶段，我继续用导出单词、展示单词卡并让学生比划动作的方式来进行学习，教学也比较顺利，而在练习单词的时候，我换了一种常用的方法，即采用波浪式的练习阅读的方式，即让第一组的学生先小声地读，第二组的再大声一点，第三组的学生再大声一点的方式来进行，然后再让学生反过来进行练习。

同时还采用了另外的一种练习的方式，即大声小声的游戏，教师如果大声地读，学生就只能小声地重复地读，反之亦然。

小学英语教育教学叙事3篇_教师教育叙事范文_

小学英语教育教学叙事3篇小学英语这一时期儿童的语法、词汇及会话技能构建的关键时期;处于机械记忆阶段，学得快忘的也很快，语言应用能力不强;开始需要面对学校考试的压力。

为此有怎样的教育故事呢？本文是小学英语教育教学叙事，欢迎阅读。

小学英语教育教学叙事一：记得有人说过：选择了军人就选择了牺牲，选择了教师就选择了奉献。

”渺小的我不能改变生命的长度，但是我可以改变它的宽度。

生活不一定就是我们看到的那个样子，我们其实有足够的能力去改变它!而问题的关键是我们想不想去改变?有没有足够的能力去改变?作为一名教育工作者，热爱学生，诲人不倦是教师的基本道德，他要求教师能够爱岗敬业，热爱学生，全身心的投入到教书育人当中。

这也是我作为教师后的做人准则.记得在我上学的时候，教师注重“严师出高徒”，学生必须达到绝对的服从，在这样的情况下，学生思想受到钳制，不能自主创新，只能完全的一味的接受,也不能有自己的主见、有自己的想法。

转眼间,我也成了一名人民教师，参加工作也快7年啦! 做为教师的我正赶上了课改的浪潮，在新课程改革的今天，教师在教育过程中更加注重自己与学生的情感的构建，要与学生拉近距离，建立起一种情感的纽带!充分尊重学生的人格，平等、公正的对待每一个学生。

在这7年里我一直从事着英语教学工作,也坚持着努力学习新课改，研究新课改，按新课改的要求去做一名全新的教师，在这七年间我与天真可爱的孩子们发生了许许多多有趣的事情,跟孩子们唱唱跳跳,学学玩玩,气氛融洽的学习.课程改革的核心环节是课堂实施，课堂实施的基本途径是教学，课堂教学是新课程改革的着力点，课堂教学改革的关键在于促进学生的发展，在教学实践中，我们力图通过教学和学习方式的转变，激活课堂教学，真正产生“课堂活起来，学生动起来”的景象。

古板单调的教学方法和手段,只能让课堂变的枯燥无味,让学生变的索然无味,学生就在一堂堂这样的课中消磨掉了英语学习的兴趣.小学3至6年级的学生正处在9岁至12岁的少年时期.这个年龄段的孩子具有好奇、好活动、爱表现、善模仿等特点。

初中英语教育叙事案例范文

初中英语教育叙事案例范文在初中时期，我对英语学习产生了浓厚的兴趣。

当时，我们的英语老师是一位年轻有活力的女老师。

她总是充满激情地讲课，让我们对英语的学习充满了热情。

记得有一次，我们正在学习动词时态。

我对于英语的动词时态一直感到头疼，总是弄不清楚各种时态的用法。

老师看出了我的困惑，决定给我一些额外的辅导。

她耐心地为我讲解每一种时态的用法，并提供了大量的例句让我练习。

在她的帮助下，我逐渐掌握了动词时态的使用方法，不再感到困惑。

另外一个让我印象深刻的经历是我们班举办的英语演讲比赛。

我一直梦想着能站在舞台上自信地演讲，但是却总是胆怯。

老师发现了我的愿望，鼓励我参加比赛。

她为我提供了各种资源和指导，帮助我准备演讲稿，让我练习演讲。

在这个过程中，她不仅教会了我如何表达自己，还教会了我如何克服困难，勇敢面对挑战。

最终，在老师的鼓励和指导下，我成功地参加了比赛并取得了不错的成绩。

这次经历让我深深地感受到了英语学习的乐趣和成就感，也让我对自己的能力更加自信。

老师的耐心和支持让我在英语学习中取得了不小的进步，也让我明白了学习的重要性和积极性。

通过这些教育案例，我体会到了教育的力量。

一位好的老师不仅能够传授知识，还能够激发学生的学习兴趣，引导他们走向知识的海洋。

初中时期那位充满激情的英语老师让我对英语学习产生了热爱，也让我明白了学习的意义。

在她的帮助和鼓励下，我度过了一段充实而愉快的英语学习时光。

教育，是一种无声的力量，它能够改变一个人的命运，引导他们走向成功。

初中时期那段关于英语教育的叙事经历，将会一直留在我的心中，激励我不断努力学习，追求更好的自己。

感恩于那位充满激情和耐心的英语老师，她让我懂得了学习的真谛，也启迪了我对未来的向往和期待。

英语教育叙事故事

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兴趣，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。

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研究单词速记法就说：“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，非常高兴地说：“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，普通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。

填补了世界记忆领域无中国人的空白。

下面就给大家介绍国内外记忆专家的一些理论、经验和建议。

这些都是他们对快速记忆、提高记忆力和记忆的奥秘等经过多年研究而得出的结论。

记忆法简单来说就是能够缩短我们记忆和回忆过程的技艺和技巧，包括我们常用的定桩法、地点法等等。

教育叙事案例范文10篇英语老师加班主任

教育叙事案例范文10篇英语老师加班主任全文共10篇示例，供读者参考篇1One day, our English teacher Ms. Li gave us a surprise. She told us that she and the head teacher Mr. Zhang decided to stay at school for extra classes every Tuesday to help us improve our English skills. At first, we were a little surprised because we didn't expect them to work overtime for us.During the extra classes, Ms. Li and Mr. Zhang used different teaching methods to make learning English more fun and interesting. Ms. Li would organize English games for us to play, while Mr. Zhang would tell us interesting stories in English. They also provided extra help to students who were struggling with certain topics.We were all very grateful for their hard work and dedication. Thanks to their extra classes, we improved our English grades and became more confident in speaking English. Ms. Li and Mr. Zhang's efforts not only helped us academically but also showed us the importance of hard work and dedication.In the end, we realized that our teachers were not just there to teach us, but they also cared about our growth and development. We will always remember the extra classes they gave us and the impact it had on our lives. Thank you, Ms. Li and Mr. Zhang, for going above and beyond for us!篇2Once upon a time, there was a school with a super amazing English teacher named Miss Smith. She was not only super fun and cool, but she also taught us so many cool things about English. We loved her so much that we even made a special song for her.One day, we found out that Miss Smith had to stay after school to help the students with extra work. We were so sad because we knew she had to miss her own time to help us. But then, our awesome headmaster, Mr. Brown, decided to stay after school with Miss Smith to help us too.It was the coolest thing ever! Miss Smith and Mr. Brown worked together to teach us more about English and they made it so much fun. They even played games with us and gave us candy when we did a good job.Thanks to their hard work and dedication, we all became better at English and even got better grades in class. We were so grateful to have such amazing teachers who cared so much about us.In the end, Miss Smith and Mr. Brown showed us that teachers are not just there to teach us, but they are also there to support us and help us grow. We were so lucky to have them in our school and we will never forget how much they helped us.篇3Once upon a time, our English teacher Miss Zhang and our head teacher Mr. Li worked really hard to help us with our studies. Let me tell you about it!Miss Zhang is a young and energetic teacher who always makes English class fun and interesting. She spends extra time preparing colorful slideshows and games to help us learn better. Even after class, she stays behind to answer our questions and give us extra practice exercises.Mr. Li is our head teacher and he is like a parent to us in school. He is always there to listen to our problems and give us advice. He organizes activities and events to help us bond as a class, and he is always looking out for our well-being.One day, we had a big English test coming up and everyone was feeling nervous. Miss Zhang and Mr. Li noticed that some of us were struggling, so they decided to stay late after school to help us prepare. Miss Zhang went over grammar rules and vocabulary with us, while Mr. Li encouraged us and gave us tips on how to study effectively.Thanks to their hard work and dedication, we all did really well on the test! Miss Zhang and Mr. Li were so proud of us, and we were grateful for all the time and effort they had put in to help us succeed.From that day on, we realized how lucky we were to have such amazing teachers and role models in our lives. Miss Zhang and Mr. Li showed us the importance of hard work, perseverance, and teamwork. We will always be grateful for their support and guidance. Thank you, Miss Zhang and Mr. Li, for being the best teachers and mentors we could ask for!篇4Once upon a time, there was an English teacher named Mr. Smith who was also the head teacher of our class. One day, Mr. Smith told us that he had to stay late after school to prepare for the upcoming English competition.We were all surprised and a bit worried because we knew that Mr. Smith worked really hard already and now he had to stay even later at school. We asked him why he had to work so hard, and he explained that he wanted to make sure we werewell-prepared for the competition and that he wanted us to do our best.As the days went by, we saw Mr. Smith staying late every day, preparing lesson plans, grading papers, and organizing practice sessions for the competition. We could see how tired he was, but he never complained and always had a smile on his face.Finally, the day of the competition arrived, and we were all nervous. But thanks to all of Mr. Smith's hard work and dedication, we did really well and even won some awards. We were so proud of ourselves, but we were even more proud of Mr. Smith for believing in us and pushing us to do our best.From that day on, we all had a new appreciation for our English teacher and our head teacher. We realized that they really cared about us and wanted us to succeed. Mr. Smith taught us that hard work and dedication pay off, and we will always be grateful to him for that lesson.篇5Once upon a time, our English teacher Ms. Smith and our head teacher Mr. Brown had to stay late at school for a special project. It was a rainy day and we couldn't go out for recess, so we all stayed in the classroom and watched as they worked hard together.Ms. Smith was busy marking our English homework while Mr. Brown was organizing some important school documents. They were both very focused and didn't even notice that we were watching them.After a while, Ms. Smith looked up and saw us staring at her. She smiled and asked if we wanted to help her with the marking. We all jumped at the chance and soon we were all working together, checking spelling and grammar.Mr. Brown came over to see how we were doing and was impressed with our hard work. He praised us for our efforts and told us that he was proud to have such dedicated students.As the evening went on, we all worked together to finish the tasks. Ms. Smith and Mr. Brown thanked us for our help and told us that they appreciated our support.It was a long night, but we were all happy to have helped out our teachers. We learned that teamwork and dedication can helpus achieve anything, even on a rainy day. We all went home feeling proud of ourselves and grateful for the opportunity to work with such amazing teachers.篇6Title: English Teacher and Head Teacher Working OvertimeOnce upon a time, our English teacher, Miss Smith, and our head teacher, Mr. Johnson, had to work overtime to prepare for a special event at our school. It was a big English competition that all students were excited about.Miss Smith and Mr. Johnson stayed at school until late in the evening to make sure everything was perfect. They worked together to create challenging questions for the competition and organized prizes for the winners. Miss Smith even made colorful posters to promote the event.During the preparation, they faced some challenges. Miss Smith had to rewrite some of the questions to make them easier for younger students, while Mr. Johnson had to handle logistics such as setting up the seating arrangements and preparing the awards.Despite the long hours and hard work, Miss Smith and Mr. Johnson never complained. They worked tirelessly to ensure that the English competition would be a huge success. And when the day finally arrived, all the students had a wonderful time competing and learning English together.In the end, the event was a huge success, thanks to the dedication and hard work of our English teacher and head teacher. We all learned the importance of teamwork and perseverance, and we were grateful for their efforts. Miss Smith and Mr. Johnson truly inspired us to work hard and never give up on our dreams. They are the best teachers and role models we could ever ask for!篇7Once upon a time, our English teacher, Miss Lily, and our head teacher, Mr. Tom, held a special meeting after school. They looked very serious and told us that they needed to talk to us about some important things. We all sat quietly and listened.Miss Lily started first. She said that she noticed we were struggling with our English writing tasks and she wanted to help us improve. So, she decided to stay back after school to give usextra lessons. We were so excited because we loved Miss Lily's classes and wanted to learn more from her.But then Mr. Tom spoke up and said that he would also stay back with Miss Lily to supervise the classes and make sure everything was safe and organized. We were surprised to hear that Mr. Tom was willing to do this for us, but we were also grateful for his help.For the next few weeks, we stayed back with Miss Lily and Mr. Tom every day after school. They taught us new vocabulary, grammar rules, and even helped us with our homework. We worked hard and tried our best to improve our English skills.Finally, the day of the school English competition arrived. We were nervous but also excited to show Miss Lily and Mr. Tom what we had learned. And guess what? We won the first prize! Miss Lily and Mr. Tom were so proud of us, and we were so grateful for all their help.From that day on, we knew that with hard work, dedication, and the support of our teachers like Miss Lily and Mr. Tom, we could achieve anything we set our minds to. We will always remember this special time when our English teacher and head teacher went above and beyond to help us succeed.篇8Once upon a time, there was a really awesome English teacher at my school named Mrs. Smith. She was always so patient and kind, and she really wanted all of us to do well in her class. But one day, she told us that she was going to have to stay late after school to help with a special project for the school play. She was going to be working with the head teacher, Mr. Johnson, to make sure everything was just right.At first, we were all a little bummed that Mrs. Smith wouldn't be able to stay and help us with our homework like she usually did. But then we realized how cool it was that she was willing to put in extra time and effort to make the school play amazing for all of us.So, the next day after school, a group of us decided to go and visit Mrs. Smith and Mr. Johnson to see how we could help out. They were both so surprised and grateful that we wanted to pitch in, and they quickly put us to work making props and setting up the stage.As we worked together, Mrs. Smith and Mr. Johnson taught us so much about teamwork, creativity, and problem-solving. Itwas actually really fun to be a part of making the school play come to life, and we all felt proud of our contributions.In the end, the school play was a huge success, and Mrs. Smith and Mr. Johnson were both so grateful for all of our help. But the best part was that we all realized how important it is to support each other and work together as a team.From then on, we all understood just how hard our teachers work to make school a great place for us to learn and grow. And we were grateful for all the extra time and effort they put in to help us succeed.And that, my friends, is the story of how our English teacher and head teacher became our heroes by working together to make the school play a magical experience for all of us.篇9Title: My English Teacher and the Headteacher Working LateOnce upon a time, our English teacher, Mr. Wilson, and the headteacher, Miss Brown, had to work late at school. It all started when our class had a big project due the next day and we needed extra help from Mr. Wilson. He stayed after hours to helpus with our project, even though it meant missing his dinner at home.As Mr. Wilson was helping us with our project, Miss Brown walked in to check on us. She saw how dedicated Mr. Wilson was to helping us and decided to stay and lend a hand. She helped us organize our work and even stayed late to make sure we had everything we needed.While they were working, I overheard Mr. Wilson and Miss Brown talking about how important education is and how much they care about us students. It made me realize how lucky we are to have such dedicated teachers and how much they truly care about our success.In the end, we were able to finish our project thanks to Mr. Wilson and Miss Brown's hard work and dedication. I will always remember that night and how our English teacher and headteacher went above and beyond to help us. It taught me the importance of hard work, dedication, and caring for others. I am so grateful to have such amazing teachers in my school.篇10Once upon a time, our English teacher, Mr. Smith, and our head teacher, Mrs. Thompson, stayed late at school to help uswith our upcoming exams. It was a Friday afternoon, and we were all feeling nervous about the tests next week.Mr. Smith started by going over all the grammar rules with us. He made it fun by turning it into a game where we had to identify the different tenses in sentences. We were laughing and learning at the same time.Then Mrs. Thompson sat us down and talked to us about time management and study tips. She shared her own experiences from when she was in school and gave us advice on how to stay focused and organized.After that, we all worked on practice exercises together. Mr. Smith and Mrs. Thompson walked around the classroom, helping us with any questions we had. They were so patient and encouraging, even when we made mistakes.Finally, when it was time to go home, Mr. Smith and Mrs. Thompson gave us each a high five and wished us good luck for the exams. We felt so grateful to have such dedicated teachers who were willing to stay late to help us succeed.In the end, thanks to their extra effort and support, we all did really well on our exams. Mr. Smith and Mrs. Thompson showed us that hard work and determination can lead to great results.We will always remember that special afternoon when our teachers went above and beyond for us.。

英语教育叙事故事（5篇范例）

英语教育叙事故事（5篇范例）第一篇：英语教育叙事故事英语教育叙事故事英语教育叙事>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兴趣，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。

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。

”我一听，非常高兴地说：“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，普通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。

填补了世界记忆领域无中国人的空白。

下面就给大家介绍国内外记忆专家的一些理论、经验和建议。

这些都是他们对快速记忆、提高记忆力和记忆的奥秘等经过多年研究而得出的结论。

教育叙事英语教师故事

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，以下是小编精心准备的教育叙事英语教师故事，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兴趣，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。

”我一听，非常高兴地说：“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，普通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。

填补了世界记忆领域无中国人的空白。

英语教学叙事范文10篇

小学英语教育叙事小学英语教育叙事（一）课程改革给课堂教育带来了很大的变化。

我们不得不承认其在当今教育中起到的重要作用。

教师的教学理念，教学方法都大有改进。

多媒体的引进也给课堂带来了新的生机，不但便利和丰富了教学，活跃了气氛，且提高了课堂效率。

在我们小学英语课堂里，你也可以体会到很多学生的英语素质都得到了很大的提高。

可不知道大家注意到了没有？教学改革，新课程的开发也造成了小学英语课堂极大的两极分化现象。

这着实让我思考了很久，也让我在教学中不断地进行反思。

结果我发现，我们是不是没有完全领悟新课标的精髓。

新课标要求我们：要面向全体学生，一切要为了学生的发展。

新课标还提出：教师要善于结合实际教学需要，灵活地和有创造性地使用教材，对教材的内容、编排顺序、教学方法等方面进行适当的取舍，补充或调整。

我知道老师们在英语教学中都在努力去达到新课标的要求。

可是，结果呢？教材的开发和教学的改革造就了一批优秀的学生，却让两极分化现象愈演愈烈。

我认为教师们忽视了一点就是：语言教学要归其本真。

要遵循语言发展的规律，不能舍去所有的传统的教育方法。

在这里我要强调的是：重视课堂上的朗读教学。

（尤其是领读。

而不能完全用听录音来代替教师的领读。

）不知你们发现了没有？学困生的最大特征就是：根本就不会读。

你叫一个完全不会读课文的学生怎么去听懂，交流或做题呀？你老是给他们补语法，背单词我认为是无济于事的。

关键是要让学生学会读课文，认真背诵课文，有了一定的语言基础和知识的积累方能融会贯通地与人进行交流和沟通。

朗读是英语学习的传统方法，也应成为现代英语学习的一个关键环节。

但是，如今朗读却成了课堂被人遗忘的角落。

下面，我就谈谈小学英语课堂教学中教师加强朗读教学的重要性。

一、朗读可以培养学生学习英语的兴趣。

“兴趣是最好的老师。

”初学英语的人要想学好英语必须先动口模仿，朗读所学的句型，课文、名言名句、优秀的英文小诗和短文等，无疑都是模仿的一种好方式。

英语教师教育叙事（通用6篇）

英语教师教育叙事（通用6篇）英语教师教育叙事篇1我在走向优秀记得似乎有人说过：我不能改变生命的长度，但是我可以改变它的宽度。

作为一名教育工作者，我曾经为自己的工作而困惑过，但是就在这几天让我突然间顿悟，生活不一定就是我们看到的那个样子，我们其实有足够的能力去改变它!而问题的关键是我们想不想去改变?有没有足够的能力去改变?“hello,miss zhao!”每当听到孩子们这种真挚而稚嫩的问候，望着孩子们渴望的眼神，我心中的感动油然而生。

每天我被身边的一切感动着，特别是孩子们的朴实、纯真，还有善良……从教多年来，总是在高教部巡回任课。

高年级的孩子无论从课堂纪律，还是从课后作业都有较强的自觉性。

所以省去了很多很多苦口婆心的叮嘱。

今年初教三年级，真让我忧心重重……忧虑一：孩子们虽说是上三年级了，其实心理年龄仍然停留在八、九岁，太好动、爱闹腾。

刚开始的时候，我想用“下马威”，可是，无知者无畏呀，尽管我虎着脸，教棍敲击着桌面“梆梆响”，很多孩子仍然是不屑一顾。

整个教室乱哄哄的，有说话的;有作小动作的……，我就使劲喊：“坐端正”，还没静到一分钟，整个教室又像市场一样，我上一节课比原来给高年级上了十节课还费劲。

一节课下来，我是筋疲力尽，孩子呢，什么也没听懂，说实话，我很压抑，更是担心，像这样下去，教学成绩肯定是一塌糊涂。

课下我就反思自己，肯定是自己的方法不当，学生是生面孔，我也是生面孔，我不了解学生，学生也不了解我，学生不喜欢我，那肯定就不喜欢我的课了，我想我应该走进学生的心里,要与学生交流，与学生沟通，于是我就利用课余时间找爱讲话的爱做小动作的学生交流，问他们几岁了，家在哪里，喜欢玩什么，并告诉他们，老师也爱玩，很想和他们在课间一起玩，但上课的时候必须好好听讲……，这一着还真灵，上课的时候这些孩子坐的很端正，可是新的问题又出现了，我教他们读单词读句子时，有的捂着嘴，有的不敢张嘴，有的声音像蚊子一样，我被这一幕给逗乐了，我轻轻地走过去抚摸着孩子的头告诉他们：“咱们要对自己有信心，自信会让我们变得很帅、很美。

小学英语教育叙事故事3篇

小学英语教育叙事故事3篇篇一:教育叙事小学英语教师教育叙事小学英语教师教育叙事“Hello,miss Hu～”作为老师的我能听孩子们这么说很是开心。

望着孩子渴望的眼神，我心中的感动油然而生。

每天我就被身边的一切感动动着，这里的人，这里的事，他们朴实、纯真，还有善良……刚开始的时候，我感觉很吃力，小学生年龄小，自控力差，另外学生的情况也比较复杂，有分流过来的;有转学过来的;还有相当一部分来自农村，他们的习惯不一样，基础也有很大的差别，特别是上课的时候，我简直受不了，整个教室乱哄哄的，有说话的;有作小动作的……，我就使劲喊:“坐端正”，还没静到一分钟，整个教室又像市场一样，我上一节课就如同上了十节课，我是筋疲力尽，孩子呢，什么也没听懂，说实话，我很压抑，更是担心，像这样下去，教学成绩肯定是一塌糊涂。

课下我就反思自己，肯定是自己的方法不当，学生是生面孔，我也是生面孔，我不了解学生，学生1也不了解我，学生不喜欢我，那肯定就不喜欢我的课了，我想我应该走进学生的心里,要与学生交流，与学生沟通，我就利用课下专门找爱讲话的爱做小动作的学生，问他们几岁了，家在哪里，喜欢玩什么，并告诉他们，老师也爱玩，很想和他们在课间一起玩，但上课的时候必须好好听讲……，这一着还真灵，上课的时候这些孩子坐的很端正，可是新的问题又出现了，我教他们读单词读句子时，有的捂着嘴，有的不敢张嘴，我被这一幕给逗乐了，我轻轻地走过去抚摸着孩子的头告诉他们:“咱们要对自己有信心，自信会让我们变得很帅、很美。

”孩子们笑了……日子久了，师生间的情感在升华，现在走在学校里，总能听到孩子甜美的英语问好声，我感动他们带给我的快乐和幸福。

偶然在一次下课的时候，我习惯性地走进一堆孩子的中间，问道“你们喜欢上英语课吗,”“喜欢～”孩子很肯定的告诉我。

“英语很有意思。

”同学们七嘴八舌地议论开。

记得有一天上四年级的课，我刚走上楼，孩子们就亲切地和我打起招呼来，其中一名平时很腼腆、害羞的孩子突然鼓起勇气，走到我面前，“hello……”话到嘴边似乎想了很久极力记住的话语又咽了回去，过了半晌，感觉突然想起什么似的，很欣喜地从嘴里冒出一句“I’m Miss Xie.”。

小学英语教育叙事故事精彩范文（精选15篇）

小学英语教育叙事故事精彩范文（精选15篇）小学英语教育叙事故事精彩范文篇1一、对小学英语教学的认识我是一位英语教师，担任小学英语教学已经十六年了。

自从参加了小学教师综合素质培训的学习以后，我对小学英语教学有了新的认识，我觉得小学英语课堂教学必须做到“三化”是搞好课堂教学的保证：一是课堂英语化，二是教学情景化，三是步骤规范化。

课堂英语化是因为语言是一种环境的产物，应尽量的给学生营造一个英语的语言气氛，所以在英语的课堂教学教学组织中尽量使用英语，做到课堂英语化，以排除学生对母语的依赖和母语的干扰。

我觉得小学阶段是学习英语的关键期之一，尽管他们刚涉及英语，掌握的英语句子和单词还很少，但我觉得应该从第一节课起，坚持用英语进行教学，因为小学阶段所学的单词和句子很简单，我们可以借助于物体直接来教，帮助学生尽快对学习内容的理解，另外，还可以充分运用眼神、手势、动作、表情等形式来帮助教学。

教学情景化是指课堂教学必须最大限度的引起学生的学习兴趣，为学生提供足够的机会用英语进行交流和活动，让学生感受到运用所学英语在课堂上进行交流后产生一种自豪感，心里产生愉悦感。

我所教的班有几个小男生，每次在课堂上的表演都十分投入，表演得很好，特别是得到老师的表扬或得到小奖品时，这些学生的心情非常激动，下课时还问你许多东西用英语怎么说，他们的心情久久不能平静。

所以英语教学的课堂必须通过各种手段来提高学生的英语兴趣，如歌谣、游戏、猜谜、讲故事等。

要让小学生能够在四十分钟的时间内保持良好的学习状态，必须根据不同的教学内容创设各种情景，做到教学情景化。

步骤规范化是指教学的内容和程序的规范化，因为小学英语教学是为以后的中学英语的学习打下良好的基础。

教学中我首先让学生形成音和义的联系，其次形成音、义、形的联系，最后让音、形、义形成整体，这是我对小学英语教学步骤规范化的认识。

二、改进后的教学方案我经过差不多半个学期的小学英语教学工作，我发现小学的英语教学与中学的英语教学有很大的不同。

小学英语教育叙事范文3篇（范文）

小学英语教育叙事‎范文3篇小学英‎语教育叙事范文3‎篇小学英语‎教育叙事范文一：‎《英语课程‎标准》强调英语课‎程应从培养学生的‎学习兴趣入手，最‎大限度地发挥学生‎的潜在能力，使学‎生积极主动地参与‎学习的全过程，将‎学习变成学生自觉‎、自愿、高兴的事‎，让学生做学习的‎主人，照顾到小学‎生的年龄特点。

这‎就要求小学的英语‎教学无论从内容上‎，还是从形式上均‎要富有趣味性，以‎吸引学生的兴趣。

‎基于此，我立足于‎课文内容，设计出‎了一些能激趣、导‎趣的活动形式，以‎活跃课堂气氛、提‎高课堂效率：‎一、听‎听、说说、做做。

‎例如，在教完‎1-10的数字后‎，我让孩子们拿出‎小棒，如果老师发‎出的指令是：‎ Ten. ‎则学生取小棒用英‎语数数，这样既玩‎了，又复习了数字‎，一举两得。

又如‎，在教学Bod时‎，我让孩子们一起‎来做Touh游戏‎，即老师发指令，‎学生边做动作，边‎重复身体部位名称‎。

如，老师说：‎ Touh‎our mou‎t h. 学生边指‎自己的嘴巴，边说‎：Mo‎u th, mou‎t h, this‎is m mo‎u th. 这样既‎锻炼了学生的听力‎，又加深了学生的‎记忆。

‎二、演演、说说‎、唱唱。

表演‎是学习语言的有效‎途径，小学生更有‎爱表现的欲望，如‎在教学Anima‎l时，让孩子们抓‎住每种小动物的特‎征，边读单词边做‎动作，边做动作边‎找相应的单词卡片‎，整个课堂就像是‎一个可爱的动物园‎，学生们的表现力‎特别强，情绪高涨‎。

在教学活动中，‎我还发现孩子们很‎喜欢唱歌，因此，‎在教学中，适时地‎教一些英语歌曲，‎既可以调动他们学‎习英语的积极性，‎又可以增强记忆，‎活跃气氛。

‎三、听听、‎说说、画画。

‎这种方法可以发挥‎学生的想象力，训‎练学生在头脑中将‎英文单词与相应的‎图联系起来，从而‎增强分辨、记忆单‎词的能力。

例如，‎在学习hot, ‎o ld, rai‎n, ind等表‎示天气情况的单词‎的同时，引导学生‎用简单的图画来表‎示单词的意思。

英语教育叙事案例

英语教育叙事案例只有在阳光照耀下的小苗才能拙壮的成长。

以下是小编整理的英语教育叙事案例，欢迎参考，更多详细内容请点击查看。

英语教育叙事案例1学习兴趣的激发是大事，所以现在的现行标准也将培养学生学习的兴趣作为一个重要目标。

也就是说让学生感兴趣是头等大事。

为了激发学生学习英语的兴趣，我搜索了很多资料，也在学习和教学的生活中不断的摸索，寻求更好的让学生记忆单词的方法。

在教学三年级学生的时候，在学习人体部位时，学生很容易将眼睛和耳朵这两个单词的字形弄混，这是我始料不及的，但是我想总要让学生区分开这两个单词啊，怎么办呢?于是我想起了前几天在电脑上看到的《单词不用记》中的联想法，于是我灵机一动说，大家看在眼睛单词中的两个E像不像是两只眼睛，而中间的Y像不像鼻梁，所以这个单词的含义是眼睛的意思。

经我这样一解释，学生哈哈哈大笑起来。

也轻松的分清楚了这两个单词之间的不同。

从这件事中，我感觉到老师的方法真的很重要，我们在备学生这部分其实做的还不是很到位，只要我们能找到好的方法帮学生来记忆，学习并不是一件太难的事情。

为了帮助学生记忆一些难记的知识点，我总要动动脑筋帮学生寻求更简单的记忆方法。

比如，在学习名词变复数不需要变形的单词的时候，我就绞尽脑汁想到了这些，中国人日本人牵着绵羊赶着鹿养着鱼，这五个名词变复数是不变的。

学生在随着我的歌谣的吟唱过程中，就慢慢记住了这几个特殊的单词，而学生学的非常轻松，也并不枯燥。

在教授最为枯燥的音标知识的时候，我也是将发音相同的字母组合的单词归在一起，和学生们一起来总结怎么让这些单词更好的记忆，就在不知不觉的总结的过程中，孩子们记住了这些规律，在我们的共同努力下，我们也共同创作出了一个新的学习方法。

学生们都很佩服我，我有时也觉得很佩服自己呢，在教学的时候我还是蛮有灵感的。

三年级的孩子刚刚接触英语，对英语有很大的好奇心，但是总也难免坐不住板凳。

这是让我很头疼的问题。

怎么办呢?于是我就说每个单词我只教三遍，如果你三遍就学会了说明你很聪明，如果你六遍学会了说明你聪明。

英语教育案例_叙事(3篇)

第1篇Once upon a time, in a bustling city, there was a primary school named “Sunshine Primary School”. This school had a diverse student population, with children from various cultural backgrounds. Among them, there was a little girl named Emily, who was an outstanding student in all subjects except English. Her parents were worried about her, as they believed that English proficiency was crucial for her future. Therefore, they decided to seek help from the school.The school, in response to the parents’ c oncerns, arranged for Emily to be tutored by a dedicated English teacher, Miss Li. Miss Li was an experienced educator with a warm heart and a passion for teaching. She believed that every child had the potential to learn and grow, and she was determined to help Emily overcome her difficulties in English.From the very first day, Miss Li observed that Emily was shy andhesitant to speak in class. She realized that the root of Emily’s problem was her lack of confidence in her English abilities. Therefore, Miss Li decided to create a supportive and nurturing environment for Emily, where she could feel safe to express herself.One of the first things Miss Li did was to establish a positive rapport with Emily. She spent time getting to know her, asking about her interests, and encouraging her to share her thoughts and feelings. Miss Li also made sure to praise Emily for her efforts and progress, regardless of how small they were. This helped Emily build her self-esteem and develop a sense of pride in her achievements.To address Emily’s lack of confidence, Miss Li designed a personalized learning plan for her. She started by focusing on basic grammar and vocabulary, using simple and engaging activities to make learning enjoyable. For example, Miss Li would create fun word games and puzzles, which not only helped Emily learn new words but also boosted her confidence in her language abilities.In addition to individual tutoring, Miss Li also incorporated group activities into the learning process. She believed that working withpeers could provide Emily with opportunities to practice her English and learn from others. For instance, Miss Li organized group discussions, where students were encouraged to share their thoughts and opinions on various topics. Emily gradually became more comfortable speaking infront of her classmates, and her confidence grew.Another crucial aspect of Miss Li’s teaching approach was to make learning relevant to Emily’s life. She incorporated real-life scenarios into her lessons, such as writing letters to friends, making shopping lists, and reading stories about everyday situations. This helped Emily see the value of English in her daily life and motivated her to continue learning.To further enhance Emily’s language skills, Miss Li also intr oduced her to a variety of English resources, such as children’s books, songs, and videos. She encouraged Emily to read, listen, and watch these materials at home, which helped her develop a natural interest in the language.As time went by, Emily’s progre ss was remarkable. She became more confident in her English abilities, and her grades in the subject improved significantly. Her parents were overjoyed to see their daughter’s transformation and expressed their gratitude to Miss Li for her dedication and patience.One day, during a class presentation, Emily stood confidently in frontof her classmates and delivered a fluent speech. Her words were clear, her expressions were expressive, and her confidence was palpable. The entire class was captivated by her performance, and the teacher, Miss Li, couldn’t help but feel a sense of pride and accomplishment.Emily’s journey of growth in English education was not only a testament to her own hard work and determination but also a reflection of MissLi’s teaching me thods and dedication. Through personalized attention, supportive environment, and engaging activities, Miss Li helped Emily overcome her fears and develop a love for the English language.This narrative highlights the importance of tailored education, where every child is recognized for their unique strengths and challenges. Itdemonstrates that with the right guidance and support, even the most hesitant and struggling students can achieve remarkable progress. Emily’s story serves as an inspiration to educa tors and parents alike, reminding us that every child has the potential to succeed, given the right opportunities and a little bit of love.第2篇In the bustling city of Shanghai, amidst the towering skyscrapers and the constant hum of urban life, there lies a small, cozy classroom where a group of eager students gather each day to learn English. This narrative is about one such student, Xiao Ming, and the transformative journey he undergoes under the guidance of his dedicated teacher, Ms. Wang.Background:Xiao Ming, a 12-year-old boy with a bright smile and a curious mind, had always been a bit of a slow learner. While his classmates excelled in their English studies, Xiao Ming found himself struggling with the language. His pronunciation was off, his vocabulary was limited, and he often felt frustrated and overwhelmed. His parents, eager to help, enrolled him in a reputable English language school, hoping that professional instruction would make a difference.The Teacher's Approach:Ms. Wang, a seasoned educator with a warm smile and a wealth of experience, noticed Xiao Ming's struggle right away. Instead of immediately diving into intensive grammar drills or extensive reading assignments, she took a moment to get to know him. She engaged in conversations with him about his interests, asking him questions about his favorite books, movies, and sports. Through these conversations, Ms. Wang discovered that Xiao Ming was a fan of comic books and soccer.Armed with this newfound knowledge, Ms. Wang decided to take a different approach. She believed that to truly learn a language, students needed to be engaged and motivated. She began incorporating Xiao Ming'sinterests into his lessons, using comic book characters and soccer-themed vocabulary to make English learning fun and relevant.The Journey Begins:One day, Ms. Wang introduced a new activity in class. She handed out sheets of paper and colored pencils to the students and asked them to draw their favorite comic book characters. Xiao Ming was thrilled. He drew his favorite superhero, Spider-Man, with meticulous detail, even including the iconic web pattern on his costume.After drawing, Ms. Wang asked the students to write a short description of their characters in English. Xiao Ming hesitated at first, but with a bit of encouragement from Ms. Wang, he began to write. He described Spider-Man's powers, his costume, and his mission to protect the city. As he wrote, Xiao Ming's confidence grew. He was amazed at how much he could express himself in English, even though he had never written a story before.The next week, Ms. Wang decided to take the activity a step further. She asked the students to create their own comic strips, using the characters they had drawn and the descriptions they had written. Xiao Ming was excited. He paired up with a friend and together they crafted a story about Spider-Man saving a kitten from a tree. They worked diligently, drawing the panels, writing the dialogue, and even creating their own comic book style.As the project progressed, Xiao Ming's English improved dramatically. His vocabulary expanded, his grammar became more accurate, and his pronunciation became clearer. More importantly, his confidence soared. He no longer felt like a slow learner; he felt like a writer and a creator.The Turning Point:One day, Ms. Wang decided to hold a small exhibition of the students' comic strips. She invited parents, teachers, and fellow students to come and view the art and read the stories. Xiao Ming was nervous, but he also felt a sense of pride. When his parents arrived, they were amazedat the progress he had made. They watched as Xiao Ming confidently presented his comic strip to the audience, explaining the story and the characters.After the exhibition, Xiao Ming's classmates approached him, complimenting his work and asking for tips on how to improve their own English. Xiao Ming was delighted to share his experiences and encourage others. He realized that his journey was not just about learning English; it was about discovering his own creativity and potential.Conclusion:The story of Xiao Ming and Ms. Wang is a testament to the power of patience, creativity, and understanding in the realm of English language education. By taking the time to get to know her students and incorporating their interests into her lessons, Ms. Wang was able toturn Xiao Ming's struggle into a triumph. Her approach highlights the importance of making learning fun, relevant, and engaging, thereby fostering a love for the language and a sense of accomplishment.In the end, Xiao Ming's journey was not just about mastering English; it was about discovering the strength within himself and the joy of expression. And that, perhaps, is the true essence of education.第3篇IntroductionIn the vibrant city of Shanghai, China, there exists a primary school known for its innovative approach to education. Among the diverse range of students, there was a particular class, Class 3B, which had a unique set of challenges and triumphs. This narrative is centered around a student named Xiao Ming, who exemplifies the power of patience, engagement, and the transformative impact of English language education.The SettingClass 3B was a mixed-ability class with students ranging from native Chinese speakers to those who had just started learning English. The teacher, Ms. Wang, was known for her creative and student-centeredteaching methods. She believed that every student had the potential to excel, and it was her role to nurture that potential.The ChallengeXiao Ming was a quiet, reserved boy who often seemed lost in his own world. His English skills were basic, and he often avoided participating in class discussions. His parents were worried, as they saw their son struggling with a subject that was becoming increasingly important in their rapidly globalizing world.The InterventionMs. Wang noticed Xiao Ming's disengagement and decided to take a personalized approach. She began by having one-on-one conversations with him to understand his fears and concerns about learning English. Xiao Ming revealed that he felt embarrassed about his pronunciation and feared making mistakes in front of his peers.Armed with this knowledge, Ms. Wang designed a tailored intervention plan. She introduced Xiao Ming to the concept of 'gradual exposure' to English, starting with simple songs and rhymes that emphasized pronunciation and rhythm. She also encouraged Xiao Ming to participatein small group activities where he felt more comfortable and could build confidence.The JourneyOver the next few months, Xiao Ming's transformation was gradual yet profound. Ms. Wang used a variety of techniques to keep him engaged:1. Interactive Stories: Xiao Ming loved listening to stories. Ms. Wang started reading English stories to the class, and she noticed that Xiao Ming would sit up straighter, his eyes wide with curiosity.2. Role-Playing: Ms. Wang created scenarios where Xiao Ming could act out simple dialogues. Initially, he was hesitant, but with gentle encouragement, he began to participate more actively.3. Reward System: Xiao Ming was given small rewards for his efforts, such as stickers or extra playtime. These rewards were symbolic, emphasizing the value of his progress rather than material gain.4. Patience and Understanding: Ms. Wang was patient with Xiao Ming's mistakes, often pointing out the positive aspects of his responsesrather than focusing on the errors. This helped build his confidence.The TriumphOne day, during a class activity, Xiao Ming surprised everyone. He confidently stepped up to the front of the class and recited a poem in English, his pronunciation clearer and his confidence shining through. The class erupted in applause, and Xiao Ming beamed with pride.Since then, Xiao Ming has become an active participant in class discussions. He has started reading English books on his own and has even formed a small group with other students who share his passion for English.ReflectionThe case of Xiao Ming is a testament to the power of patience, engagement, and personalized teaching methods in English language education. Ms. Wang's approach highlighted several key principles:1. Understanding the Student: Knowing Xiao Ming's fears and concerns allowed Ms. Wang to tailor her teaching methods to his needs.2. Gradual Exposure: Starting with simple, achievable tasks helped Xiao Ming build confidence and gradually improve his skills.3. Engagement: Using interactive and fun activities kept Xiao Ming interested and motivated.4. Patience and Support: Ms. Wang's unwavering support and understanding allowed Xiao Ming to overcome his fears and embrace the learning process.ConclusionThe narrative of Xiao Ming's journey in English language education serves as an inspiration to educators and parents alike. It underscores the importance of recognizing each student's unique strengths and challenges and the power of a supportive and engaging learning environment. Through patience, creativity, and understanding, even the most hesitant learners can transform into confident and enthusiastic participants in the world of English.。