第1篇：少 儿 英 语 教 案 模 板
少 儿 英 语 教 案 模 板
一、Teaching Demands and Aims(教学目标）
二、Teaching important and difficult point(教学重点）
1、words
2、sentences
3、grammars
三、Teaching Aids(教具)
四、Teaching procedures(教学过程）Greeting(问候）warm up(热身）Review(复习）New Leon(新课）Step One: Step Two: Step Three: Follow up(叮咛）
五、Homework(作业布置）
作 业 的 布 置
一、书面作业
1、每节课后教师可适当选择课后习题(书本或课外参考书）及字母作业。
2、低年纪的孩子适合听磁带读课文、画图、连线、写字母等简单作业；每学期两次测试：半期考和期末考试。
3、高年纪的孩子要求抄单词、背单词、背课文等书面作业；每节课前可做适当的听写练习；每个月可做适当的单元测试；期间两次大考：半期考和期末考。
二、磁带作业
1、适时布置(条件允许可每周一次）：将本周学习的内容录进磁带，下周上交。
2、录制要求：首先让学生和老师打招呼，接着报朗诵单元，然后录作业内容，最后与老师说再见。(如：Hello!Amanda.I am Go go.This is Unit 11„„„ Goodbye!Amanda!)
3、听音修正：
(1)书面记录：边听边把学生的错音登记在学生手册上。(2)修正过程：
A：打招呼，先表扬肯定，后提出错误，注意错音的跟读 B：说悄悄话，增进师生感情交流 C：提出问题。
D：结束Say:“ Good bye!”
三、电话教学
1、时间安排：每月两次的电话教学，每生教学时间不超过8分钟。
2、教学内容：
(1)本周学习单词及课文的朗诵。(2)词句的翻译。(3)疑难解答。(4)家长的经验交流。
第2篇：英语教案全英
PEP六年级英语 Unit 1 How do you go there? Period One Teaching contents: Part A let’s learn & let’s play Teaching aims: 1． To enable the students to master the four skills phrases: on foot，by bike，by bus，by train, by plane，by ship，by subway 2． To enable the students to ask about the ways of traffic with the following sentence patterns: How do you go to school? Or How do you go to Canada…?‖And answer with―I go by…‖ Teaching focus: To master the four skills phrases: by train, by plane, by subway, by ship, by bike, on foot Teaching difficulty: To differ ―subway‖ from―train‖ Teaching methods: Communicative Approach Teaching aids: 1.Word cards 2.Tape recorder and tape 3.Multi-media player Teaching procedure: 1.(Warm-up)Greeting: Good morning , cla!Glad to meet you again.How are you? What day is it? What ‗s the date? What‘s the weather like today? 2.Presentation Show a picture of bus T: What‘s this? S: It‘s a bus.T: I go to school by bus.How do you go to school?(Show a picture of bike and help a student to answer with--I go to school by bike.‖)(In the same ways)Teach ―by subway‖ and ―by train‖ ―by ship‖ ―by plane‖ ―on foot‖）
Subway: It's an underground railway in a city．It travels very fast．We can see subway in Hong Kong, Beijing, Shanghai, Gongzhou… Explain the differences between subway and train Pay attention to the pre.― by‖& ―on‖ 3.Play games Ask one S to the front and stick the word cards next to the phrases written on the Bb when T read the new phrases quickly and the other Ss put up their cards.The one who reflect fastest and correctly is the winner.4.Listen to the tape of Part A Let‘s learn and follow it.Pay attention to the tone and pronunciation 5.Practice: Let‘s play T Offer many places(the USA.England Australia Hong Kong Shanghai Guangzhou the moon…)and traffic ways(by car/ taxi/ bus… on foot)Ss practice with above places and ways in pairs: A: How do you go to school? B: I go to school on foot.Encourage the Ss to make up as many sentences as they can.6.Spelling competition Divide the cla into tow groups.Show the pictures of traffic tools and ask Ss to spell the phrases.The first one who puts up hand gets the chance to spell.The group spell out more phrases are the winners.Homework Copy the new words and phrases Finish Page1 of the AB Bb design: Unit One How do you go there? How do you go to school/ Canada? I go to school on foot/ by subway/ bus/ train/ taxi…
第3篇：英语教案全英文版
英语教案范文全英文版【篇1：英文教案格式范例】
教案
科目：unit eight ：slavery gave me nothing to lose
教学目的：this paage looks into racial problems from a different perspective.generally the black like to attack the discrimination against them, but the author from her personal experience comes to a different conclusion in a positive way.教学重点：study the language points and the western racial culture.教学方法： communicative teaching, free discuion and interaction.教学过程：
1，warm-up activities(15 minutes)
2.understanding the text(30 minutes)
3.detailed studies of the text(50 minutes)4.grammar and exercises(25 minutes)
作业1.question：how to bring facts to life？ 2.translation and after-cla reading..辅助手段：multimedia software
教学内容：
1.warm-up activities introductory remarks:
step 1: show some pictures and watch a video, discu in groups.step 2: group discuion:
1).what have you heard about the black in the states.2).have you ever experienced discrimination on a personal level?
3).what are some things people can do to eliminate discrimination and prejudice?
4).is there something we can do to protect human rights? 2.understanding the text
1.analyze the structure of the paage.2.discu the three main parts: childhood experience, consciousne of her skin color, reflection of being a black.3.explore the social iues of the us;how to achieve succe out of unfavorable situation 3 detailed studies of the text
词组知识概要：
1.to be sth.else again 2.to peer at
3.to get pleasure out of sth.4.5.6.to give sb.generously of sth.8.to suffer a huge change
9.at one’s elbow 10.11.12.13.14.15.
16.17.in company with
18.to be bent under the weight of
部分内容详述：
1.up to/till/until(l.1)until 直到…
up to now, mr scott has sent a great many requests for spare parts and other urgent meages from one garage to the other.到目前为止,斯科特先生从一个汽车修理部向另一个汽车修理部发送了大量索取备件的信件和其他紧急函件。
everyone works, from the lift boy up to the president.从电梯工人到总经理人人都工作。
occupied with, especially devising or scheming 忙于 what are you up to?
你在忙什么?
2.exclusive (l.2)
excluding or tending to exclude排他的the hotel charges $20 a day, exclusive of meals.饭店每天收费二十美元,不包括用餐。
this is an exclusive white residential area.这是一个纯粹的白人居住区。
the reporter had an exclusive interview with the nobel prize winner.那位记者独家采访了那位诺贝尔奖得主。clud, clus: close conclusive exclusion
exclusionary exclusive inclusive recluse reclusive seclusion include exclude occlude preclude
3.in paing(l.11)
by the way;casually;as a matter of second importance顺便提起
he mentioned in paing that he had been there once.他顺便提到他曾经到过那里一次。4.break off(l.17)
1.to stop suddenly, as in speaking 说话时突然打住 2.to discontinue(a relationship)断绝（关系）
we had to break off our discuion, because it was getting late.时间晚了，我们被迫中断讨论。
in my view, you should break off with jim.依我看，你因该终端和他的交往。
常用词组：
break down失败;故障 break in训练, 闯入, 打断 break into 破门而入, 侵占
break up 打碎, 破碎, 分裂, 结束 break out 突发, 爆发, 叫嚷 break through 突围, 突破 5.give of(l.23)
give money, time, etc.esp.in a way that seems generous;to devote or contribute:(慷慨)给予;奉献，贡献，we’re very grateful to all the people who have given of their time.我们对所有付出时间的人深表敬意。she really gave of her time to help.they give of themselves to improve the quality of education.她确实抽出时间来帮忙。为了提高教育质量，他们奉献了自己。
give off: to send forth;emit 发出，释放出 the food gave off a bad smell.食物已经发臭了。6.tendency(l.28)
a predisposition to think, act, behave, or proceed in a particular way 脾性：思想、行为、举止的一种倾向
his tendency to utter acrimonious remarks alienated his roommates.他老是说话尖刻,使同寝室的人和他疏远了。he has a tendency towards peimism.他有悲观的倾向。
tend v..倾向;易于[(+to/towards)][+to-v] he tends towards selfishne.他有自私自利的倾向。
she tends to get angry when others disagree with her.别人不同意她的看法时,她很容易生气。
7.at one’s elbow(l.35)
nearby, close by在(某人)手边
she stayed up all night writing the paper with a pot of coffee at her elbow.她熬了一整夜写论文,身边放着一壶咖啡。up to the/ones elbows 非常忙;深深卷入
she was up to her elbows in preparing dinner when the doorbell rang.门铃响时她正在为准备晚饭忙得不可开交。8.pay for(l.40)
偿还, 赔偿
hell have to pay for what he has done.他将为自己所做的一切付出代价。
i think it is right to pay good for evil.do you know how much he paid for the spectacles?
those urban planners who are blind to this point will pay a heavy price, which they cannot afford it.那些城市的规划者们如果忽视这一点，将会付出他们无法承受的代价。9.in the main(l.50)
in general;on the whole大体上；基本上
the letters, in the main, were from his father.这些信大部分是他父亲写来的。
in the main, the money raised goes to children’s charities.多数情况下，募集的资金送到了儿童慈善机构。10.in company with(l.51)together with 一起
in the army, he found comradeship, excitement and adventure in company with men of similar taste.在军队里，他和志趣相投的人一同感受了友情、刺激和冒险。she came in company with a group of girls.她同一群女孩子一起来。
固定表达：
for company 陪伴
in company 在(客)人面前
keep company with 与...在一起 part company(with)分离
twos company, threes none.两人结伴,三人不欢。11.alter(l.58)
become different;make sb.or sth.different变更，更改
the design of the electric circuits of the digit-controlled lathe must be altered to meet the new requirement.这台数控机床的电路设计必须改动,以适应新的要求。
the city has altered almost out of recognition since i left there five years ago.自从五年前我离开以后,那座城市已变得几乎认不出了。12.more or le(l.59)
to some extent or degree;somewhat或多或少,有点儿
we hope our explanation will prove more or le helpful.希望我们的说明或多或少有些帮助。
he more or le thought it was his duty to tell me.他或多或少认为告诉我是他的责任。3, sentence structure analysis:.1).not only did i enjoy the show, but i didn’t mind the actors knowing that i liked it.(l.10)我喜欢在那儿看人们来来往往，也不在乎让那些人知道我喜欢看。not only...but also...not merely/not only...but(also)...她不但朗诵了一首长诗,而且唱了一曲动听的歌。
环境学家指出：持续增加的污染不仅会导致像全球变暖这样严重的问题，而且还将威胁到人类在这个星球的生存。
environmental experts point out that increasing pollution not only causes serious problems such as global warming but also could threaten to end human life on our planet.通过做一份和专业相关的工作，学生不仅能够提高他们的专业能力，而且能获得从课本上得不到的经验。
by taking a major-related part-job, students can not only improve their academic studies, but gain much experience, experience they will never be able to get from the textbooks.2).it seemed that i had suffered a huge change.(l.32)
我似乎已发生了巨大的变化。
it seems/appears/ looks, chances, happens(to sb.)that...it seems that the world is getting smaller and smaller.似乎世界越变越小。
it appears to me that you are all mistaken.依我看,你们似乎都错了。
3).pour out the contents, and there is discovered a pile of small things both valuable and worthle.(l.52)
倒出袋中物，可以发现一堆有用或无用的小杂物。
动词,and+主语+动词
本句型为上述句型的一种，表示如果...,那么就...,相当于if+主语+动词,and+主语+动
【篇2：英语教学设计(模板及范例)】
1 2 3
【篇3：英语教案模板】
unit 5 text a
what are friends for? teaching objectives:
by the end of the unit, students will be better able to 1.understand the varied parts friendship plays in ones life and be better friends themselves;
2.use about 30 new words and 10 new phrases and expreions in brief conversations, translation and preliminary writing tasks;
3.use the subjunctive mood with implied condition in real life communication;
4.read material of a similar topic and degree of difficulty;5.know how to write concisely by avoiding overstated, pompous words and redundant phrases.teaching methods:
audio lingual method;presentation;discuion;question-answer.important/difficult points:
new words and expreions: chat, turtle, model
pick up, happen to, cd player, out of touch, put in perspective, betrayed confidence on the planet, get rid of, in good/bad shape
some sentences in the text are difficult to understand, such as i was thinking about how everybody can’t be every thing to each other, but some people can be something to each other, but some people can be something to each other;wherever, whenever, there’s that spark of recognition;they have beautiful homes filled with special handmade things presented to them by villagers in the remote areas they have visited in their extensive travels.teaching procedure:
step 1.warming up(30 mints)
1)work in pairs or groups, and discu the following questions.? 1.do you have different kinds of friends? how do you claify them?
? 2.what is so great about friends?
? 3.under what circumstances can one lose a friend?
? 4.is it poible to love and hate a friend at the same time? give examples.2)ask students to skim the text for the 8 kinds of friends mentioned in the text.buddies/ relative friends/ work friends/ former friends/ friends you love to hate/ hero friends/ new friends 3)introducing the main idea of the article
it is said that friends are the best gift god has given us.now that we have eight kinds of friends from the text, what kind of happine or benefit can each of them bring us? that’s exactly what the text is about.step 2.new words and the notes(20 mints)learn new words and expreions of text a
explain some important and difficult words and expreions.cement n.水泥，粘合剂 v 巩固，粘牢
nostalgic a.—nostalgia n.—nostalgically ad.subdivision n.—subdivide v.—divide v.inopportune a.—(opposite)opportune a.invisible a.—(opposite)visible a.look at the notes on page 116
1.marion wink: poet, eayist, and regular commentator on national public radio’s.the author made up the capitalized expreions in the text such as “faraway friend,” “relative friend,” which would make no sense at all out of context, with the latter in particular.2.you quit doing drugs, you’re not such good friends with your dealer anymore: this is not meant to be taken seriously.poeion or sale of illegal drugs can result in long prison terms.step 3.key points(60 minutes)
? 1.cry on sb.’ s shoulder: get sympathy from someone when you tell them
your problems 向某人诉苦以寻求安慰（或同情）
e.g.at least she hadn’t cried on his shoulder again.if you ever need a shoulder to cry on, just call me.? 2.in return(for sth.): as payment or reward for something作为报答或回报
e.g.he is always helping people without expecting anything in return.we offer an excellent all-round（全面的，多方面的）education to our students.in return, we expect students to work hard.? 3.they hold out through innumerable crises before...: they are always
reliable（可靠的，可信信赖的）and nice when you are in difficult times even though they don’t like what you are doing...? 4.while so many family relationships are tinged with guilt and
obligation:
while so many people may feel something of a sense of guilt or
responsibility in dealing with family relationships...? 5.company goip, once an infallible（绝对可靠的）source of
entertainment, soon awkwardly accentuates the distance between you: office chat used to be an effective way of amusement for you;however, it makes you feel uneasy since you do not work together anymore and therefore increases the feeling of distance between you.? 6.work friends share certain memories which acquire a nostalgic glow
after about a decade:
memories of your work friends makes you happy after ten years, so you
somehow wish that you could return to those days.? 7.dead end: a street with no way out at one end or a situation from which no
more progre in poible
e.g.he realized that the job at which he had been aiming all these years
seemed to him to be a dead end.he thinks they have reached an evolutionary（逐渐发展的，演变的）dead end.? 8.when you feel you’ve hit a dead end, come to a confusing fork in the
road, or gotten lost in some cracker-box subdivision of your life:
whenever you feel helple, confused or at a lo（困惑的，不知所措的）in the complicated journey of your life...notice that “cracker-box division” is not a general expreion, but is rather made up by the author.cracker: 薄脆饼干；咸饼干 ? 9.in poeion of sth.: formal owning or having obtained something from
somewhere 占有（或拥有）某物
e.g.she was found in poeion of stolen goods.how did the painting come into your poeion(=how did you get it)? ? 10.to death: informal used to emphasize that a feeling or emotion is very strong
? be bored / scared / frightened etc.to death
she was scared to death of what might happen next.i’ m absolutely sick to death of it(=very angry, bored, or unhappy about something).? bore / scare / love etc.somebody to death
he drove at a speed which frightened leonora to death.she used to worry me to death.? 11.make me/you sick: spoken a)make you feel very angry
e.g.people like you make me sick!
b)indicate a feeling of jealousy—used humorously
e.g.you make me sick with your “expenses paid” holidays!
? 12.wherever, whenever, there’s that spark of recognition（认识）:
when you meet a “new friend” for the first time you instantly feel a connection with each other.step 4.aignment(5 minutes)
1.read the article repeatedly and try to remember the new words and expreions in text a
2.finish the study and practice on page 118-130.the teaching plan of unit 5 what are friends for?(college english 2)
english department sun xiaofang
第4篇：全英文英语教案
全英文英语教案模板
【篇1：大学英语教案经典模板】
教 案
practical college english
新认知大学实用英语综合教程
教研室：公共课部 教师姓名：freefishwang
【篇2：英语教案模板】
unit 5 text a
what are friends for? teaching objectives:
by the end of the unit, students will be better able to
1.understand the varied parts friendship plays in ones life and be better friends themselves;
2.use about 30 new words and 10 new phrases and expreions in brief conversations, translation and preliminary writing tasks;
3.use the subjunctive mood with implied condition in real life communication;
4.read material of a similar topic and degree of difficulty;5.know how to write concisely by avoiding overstated, pompous words and redundant phrases.teaching methods:
audio lingual method;presentation;discuion;question-answer.important/difficult points:
new words and expreions: chat, turtle, model
pick up, happen to, cd player, out of touch, put in perspective, betrayed confidence on the planet, get rid of, in good/bad shape
some sentences in the text are difficult to understand, such as i was thinking about how everybody can’t be every thing to each other, but some people can be something to each other, but some people can be something to each other;wherever, whenever, there’s that spark of recognition;they have beautiful homes filled with special handmade things presented to them by villagers in the remote areas they have visited in their extensive travels.teaching procedure:
step 1.warming up(30 mints)
1)work in pairs or groups, and discu the following questions.? 1.do you have different kinds of friends? how do you claify them?
? 2.what is so great about friends?
? 3.under what circumstances can one lose a friend?
? 4.is it poible to love and hate a friend at the same time? give examples.2)ask students to skim the text for the 8 kinds of friends mentioned in the text.buddies/ relative friends/ work friends/ former friends/ friends you love to hate/ hero friends/ new friends 3)introducing the main idea of the article
it is said that friends are the best gift god has given us.now that we have eight kinds of friends from the text, what kind of happine or benefit can each of them bring us? that’s exactly what the text is about.step 2.new words and the notes(20 mints)learn new words and expreions of text a
explain some important and difficult words and expreions.cement n.水泥，粘合剂 v 巩固，粘牢
nostalgic a.—nostalgia n.—nostalgically ad.subdivision n.—subdivide v.—divide v.inopportune a.—(opposite)opportune a.invisible a.—(opposite)visible a.look at the notes on page 116
1.marion wink: poet, eayist, and regular commentator on national public radio’s.the author made up the capitalized expreions in the text such as “faraway friend,” “relative friend,” which would make no sense at all out of context, with the latter in particular.2.you quit doing drugs, you’re not such good friends with your dealer anymore: this is not meant to be taken seriously.poeion or sale of illegal drugs can result in long prison terms.step 3.key points(60 minutes)
? 1.cry on sb.’ s shoulder: get sympathy from someone when you tell them your problems 向某人诉苦以寻求安慰（或同情）
e.g.at least she hadn’t cried on his shoulder again.if you ever need a shoulder to cry on, just call me.? 2.in return(for sth.): as payment or reward for something作为报答或回报
e.g.he is always helping people without expecting anything in return.we offer an excellent all-round（全面的，多方面的）education to our students.in return, we expect students to work hard.? 3.they hold out through innumerable crises before...: they are always
reliable（可靠的，可信信赖的）and nice when you are in difficult times even though they don’t like what you are doing...? 4.while so many family relationships are tinged with guilt and
obligation:
while so many people may feel something of a sense of guilt or
responsibility in dealing with family relationships...? 5.company goip, once an infallible（绝对可靠的）source of
entertainment, soon awkwardly accentuates the distance between you: office chat used to be an effective way of amusement for you;however, it makes you feel uneasy since you do not work together anymore and therefore increases the feeling of distance between you.? 6.work friends share certain memories which acquire a nostalgic glow
after about a decade:
memories of your work friends makes you happy after ten years, so you
somehow wish that you could return to those days.? 7.dead end: a street with no way out at one end or a situation from which no
more progre in poible
e.g.he realized that the job at which he had been aiming all these years
seemed to him to be a dead end.he thinks they have reached an evolutionary（逐渐发展的，演变的）dead end.? 8.when you feel you’ve hit a dead end, come to a confusing fork in the
road, or gotten lost in some cracker-box subdivision of your life:
whenever you feel helple, confused or at a lo（困惑的，不知所措的）in the complicated journey of your life...notice that “cracker-box division” is not a general expreion, but is rather made up by the author.cracker: 薄脆饼干；咸饼干 sth.: formal owning or having obtained something from somewhere 占有（或拥有）某物
e.g.she was found in poeion of stolen goods.how did the painting come into your poeion(=how did you get it)? ? 10.to death: informal used to emphasize that a feeling or emotion is very strong
? be bored / scared / frightened etc.to death
she was scared to death of what might happen next.i’ m absolutely sick to death of it(=very angry, bored, or unhappy about something).? bore / scare / love etc.somebody to death
he drove at a speed which frightened leonora to death.she used to worry me to death.? 11.make me/you sick: spoken a)make you feel very angry
e.g.people like you make me sick!
b)indicate a feeling of jealousy—used humorously
e.g.you make me sick with your “expenses paid” holidays!
? 12.wherever, whenever, there’s that spark of recognition（认识）:
when you meet a “new friend” for the first time you instantly feel a connection with each other.step 4.aignment(5 minutes)
1.read the article repeatedly and try to remember the new words and expreions in text a
2.finish the study and practice on page 118-130.the teaching plan of unit 5 what are friends for?(college english 2)english department sun xiaofang
【篇3：全英文英语阅读课教案模板】
阅读课教案
school__ number3 middle school____junior or senior section _junior__ cla ____3____ grade _1_______
size ______45__ time_40_______date __2009-12-28____ materials __go for it______type of leon _reading ____ contents: 1.vocabulary: some nouns about furniture and some daily use things: table, bed, dreer, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant.some prepositions of place: on, in, under
2.structure: where is(where’s)…?
it is(it’s)in/on/under…
where are…?
they are(they’re)in/on/under… where’s/where’re…?
i don’t know.is it /are they on/in/under… ?
no, it isn’t./they aren’t./ yes, it is./they are.3.1)dialogue: where’s the bag?
i don’t know.is it on the dreer?
no, it isn’t.where are my books?
i don’t know.are they on the bed?
no, they’re not.2)writing: ask, gue and write objectives:
1.instructional objectives(language knowledge and language skills)
1)to promote students’ vocabulary development(table, bed, dreer，bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant.…)
2)to promote students’ reading skills a)prediction b)skimming
3)to promote students’ oral english
4)to develop students’ writing skill 2.educational objectives(affect, learning strategy and cultural awarene)
1)to develop students’ ability to communicate with others to get information
2)to build students’ confidence
3)to make students learn to cooperate with others 3.personal objectives:
1)to develop teacher’s ability of claroom management focal points: a: the nouns.b: prepositions of place c: where-question and
d: answers to “is the… in/on/under the …?”；
difficult points: a: use the prepositions to describe position of things
b: use the where-question and is it-/are they-question to ask things’ position
aids: ppt, blackboard, chalk … procedures and time allotment
1.getting students ready for learning(mins)1)greetings: good morning everyone!2)routine task: duty report
2.revision: use some pictures to review the vocabulary(table, bed, dreer, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant, on, in, under)and sentence structure:
where is(where’s)…?
it is(it’s)in/on/under
where are…?
they are(they’re)in/on/under… 3.pre-reading :
step1: vocabulary and some phrases learning
task: look at the conversation between them and gue the meaning of the sentences in red.(using the conversation between liu qian and a xin to show those phrases to the students in order to learn them by the context;because the sentence structure in the conversation is those they have learnt)
(… mins)
此步骤包括词汇、语法教学等 4.while-reading 5.post-reading
(… mins)
1)oral work 2)written work 6.aigning homework
1)conclusion: a: vocabulary
b: sentence patterns: where is(where’s)…?
it is(it’s)in/on/under…
where are…?
they are(they’re)in/on/under…
where’s/where’re…?
i don’t know.is it /are they on/in/under… ?
no, it isn’t./they aren’t./ yes, it is./they are.2)homework: ask, gue and write
let your partner to ask as well as gue where your things are in your room.write down your conversation by using the following sentence patterns:
a: where’s/where’re your…? b: you can gue.a: i don’t know.is it /are they on/in/under… ?
b: no, it isn’t./they aren’t.yes, it is./they are.…
self-evaluation
第5篇：英语教案全英文版
英语教案模板全英文版
【篇1：1 全英文英语教案模板】
leon plan teacher:
period：period 1 type：text learning duration: 45minutes i teaching goals 1.aptitude goal
● inspire to answer questions actively by reflecting what they have learned before.● enable to grasp the skills of fast-reading and summarize the test’s structure with the help of each paragraph’s general meaning.2.language knowledge
● should master the key words and phrases of the text such as: 3.emotional goal
● enable to understand the personality difference between the british and chinese people.iv teaching keys and difficulties 1.teaching keys
● the skills of fast-reading and concluding the text’s structure ● new words and expreions explanation 2.teaching difficulties
training to grasp the skills of fast-reading and getting the text’s structure
iii teaching method
question-inquiry teaching
task-based learning and teaching computer-aisted teaching iv teaching aids
multimedia devices ppt documents
textbook teacher’s book v teaching procedures step1.lead-in(8 min)
activity1.greetings and free-talking(2min)activity2.step2.fast-reading(15 min)activity1.activity2.step3.listening to the tape(7min)
step4.vocabulary explanation(12min)
vi homework(1min)recite the words phrase read fluently the text
【篇2：英语教案模板(最完全规范版本)】
教案
院 系： 年级班级： 2013级学科教学（英语）学生姓名： 刘 洁时 间： 2013年11月
module 10 unit2 merry christmas!
teaching material: foreign language teaching and research pre(grade four)teaching duration: 40mins.Ⅰ.teaching content:
module 10 unit2 merry christmas!
Ⅱ.teaching aims:
language: 1.know the meanings of the words, 2.help students learn to use the sentence language skills: 1.let students to say and understand the sentence when the students hear it.2.learn to use the sentences of simple subject-predicate structure.such as learning strategy: use body language and pictures to help students learn the new words
and sentences.such as the words the sentence affection: let students learn to give wishes to others and care about each other.culture awarene: let students compareand.Ⅲ.teaching focus:
Ⅳ.teaching difficulties:
1.learn to greet in english at christmas.2.use the following sentences of simple subject-predicate structure to describe the activities at christmas.1.learn to use the sentences in this unit and apply it into daily life.2.understand the different culture in different countries.Ⅴ.teaching aids:
Ⅵ.teaching procedures:
pictures, mp3 player, some candies step 1 warming up(time: 5mins)(2mins)1.draw the santa claus on the blackboard and let students gue who he is.(3mins)2.play the song we wish you a merry christmas.and at the same time divide the students
into two teams, then draw two christmas trees on the blackboard.t: christmas is coming.(give students some presents)
we have a christmas tree for each team.christmas trees are also the presents for you.(let students feel the atmosphere of christmas.)
step 2 lead in and presentation(time: 10mins)(2mins)1.dre as the santa claus.t: happy new year!s: happy new year!
t: s:t: here’s your present.s: thank you!
(let students know how to greet at christmas time.and compare it with the expreion happy new year!(8mins)2.show the pictures to the students.show picture 1.t: the people are singing songs.so(let students describe other pictures.)show picture 2.t: what can you see in the picture? it is a christmas tree!
t: so, we have a christmas tree!follow me!s:show picture 3.t: what can you see in the picture? s: many toys.t: yes.they are presents for christmas.we give presents!follow me!s: show picture 4.t: there is some food.we eat lots of food, follow me!s:
(learn the sentences in part 2.)step 3 practice(time: 10mins)
(7mins)1.play a game: what’s miing? show the four pictures to the students again.hide a picture each time.t: all right.look, tell me what’s miing? s: we sing songs? t: no.gue again!
s: we have a christmas tre!t: no.come on!
s: we give presents!t: yes, you are right!
(practice the sentences in part 2.)(3mins)2.matching
put the pictures on the blackboard and write down the four sentences, then ask the students do a matching.(train their reading ability.)
step 4 consolidation:(time: 10mins)
(6mins)1.look at the two pictures on page 61.t: what do you eat at the spring festival?
s: we eat dumplings and peanuts at the spring festival.t: do you eat peanuts at the spring festival? s: yes, we do.(talk about the spring festival with students to lead to the topic of the christmas.)s: no, he doesn’t.t: look again, does daming eat peanuts at christmas? s: no, he doesn’t.(4mins)2.ask and answer.work in pairs and practice.-does daming/amy/… eat peanuts/cakes/…at christmas?-yes, he/she does./ no, he/she doesn’t.step 5 summary:(time: 5mins)
(3mins)1.learn to sing the song we wish you a merry christmas.and see which team gets more presents.(2mins)2.review the useful expreions.such as Ⅶ.homework:
choose one of them to do:
1.act out the dialogue with your partners.2.sing the song we wish you a merry christmas to your partners.3.search the internet and find some other activities at christmas.Ⅸ.aftercla reflection:
【篇3：中英对照初中英语教案模板(2015版,含全英内
容)】
第6篇：英语教师教学工作总结优秀模板
总结是指社会团体、企业单位和个人在自身的某一时期、某一项目或某些工作告一段落或者全部完成后进行回顾检查、分析评价，从而肯定成绩，得到经验，找出差距，得出教训和一些规律性认识的一种书面材料。下面是小编整理的关于英语教师教学工作总结优秀模板，希望能够帮到大家。
英语教师教学工作总结优秀模板【一】
高三(下)英语科教学工作总结这个学期本人得到学校领导的信任继续担任高三7、8班的英语课。高三这一年，对老师和学生来说都是一次磨砺。是充满了挑战和艰辛的一年。作为一名高三的英语老师，认真踏实地做好教学工作，把大部份的时间用来学习、研究新题型和高考备考。回顾这一年，既忙碌，又充实，也有许多值得总结和反思的地方，现将这一年的高三英语教学工作总结如下，借此以促进和提高。
一、加强研究，提高复习备考工作的针对性
认真学习并分析了高考题的类型，目的是总结规律寻找突破口。从历年高考试题的整体研究中找共性;从20、20、20年等三年的各类试题的研究中找趋势;开拓性地抓好复习备考。今年高考还是沿袭了前三年高考增加的阅读新题型―任务型阅读，考查考生在有限的时间内根据需要捕捉有效信息的能力。阅读试题的考查全面，对中学英语教学起到了很好的导向作用。在常规教学及复习备考中，我始终抓住加大阅读量，开展泛读教学。我遵循精泛结合、精少泛多、精泛有序的原则。选择的精读材料要能够在教学中发挥最大效益，启发学生的思维，促进学生知识的掌握和能力的形成。在教材的基础上，精选泛读材料，以巩固和拓宽语言知识，加强阅读技巧的指导，形成有效的阅读策略，从根本上培养考生的良好的阅读习惯和逻辑思维能力以培养独立阅读能力。我们都知道英语的阅读理解需要的是大量的词汇的积累，所以在平时教学新词汇的过程中，不失时机地由新翻旧，以旧带新，通过形近、义近、同义、反义、固定搭配等手段串联起大量有用的词汇，让学生从纵向，横向及各个方面将词汇的雪球滚大。对于所有精泛读材料中碰到的生词，要求学生摘录下来;对于高考词汇手册的单词，我们整个高三的老师都采取这样的方式：每天利用早读或课堂的10~15分钟，对重要的单词进行词组，句型的扩充，当然我也要采取必要的手段，如听写或再现认读的方式进行检查，以扩大学生的词汇量。在平时的练习以及分析中我也比较重视词汇的巩固及扩充，以及好句子和好课文背诵这一环节。
二、制定计划，加强复习的目标性
我根据学生的具体情况，制定出切实可行的复习计划，把复习分为三个阶段。
1、夯实基础，发展能力。
近年来高考英语逐渐侧重于语言能力的考查，对语言知识的直接考查相对地减少了。因此，在复习过程中，首先组织学生巩固各项基础知识，同时通过不断的语言练习，掌握一定的技巧。在此基础上，再通过科学系统的训练，发展能力，收到了事半功倍的效果。
2、降低难度，回归基础，强化专题训练。
进入高三后半学期，高考临近，根据学生的具体情况把握中档、低档题，这对学生取得高分是非常有利的。学生普遍都有这样的感觉：很多题目“一看就会，一做就错”。造成这种现象的根本原因在于对基础知识的掌握不牢固。这时，复习的重点要放在查漏补缺上。将做过的试卷整理后，建立错题档案，弥补知识漏洞，进行强化记忆和训练。
3、整理基础知识，适当做一些高考题。
要在高考前夕找到良好的语言知识感觉和运用能力感觉就必须回归基础，整理巩固基础知识，用最充实、最满意的感觉来增强自己的自信心。同时，利用这段时间试着做近几年的高考题，学会找出每道题的切入点，从中总结命题利益和命题手法。
4、强听力、写作训练，合理安排综合训练
加强听力和写作指导和训练，也是我们高考取得成绩的重要保证。只有多听多练才可能有好的成绩。但只是听和练还不能取得好成绩，一定要加强对学生的集中训练和对听力方法的指导，通过对听力材料的分析，能够猜测听力的内容，能够初步选出部分答案和排除部分答案。我们选用了《学英语》、《英语周报》、《英语双语报>以及《维克多英语听力模拟考场》的听力材料语速中等，音质清晰，还是比较符合学生的实际。用10套难度略高于高考的《中级英语测试指导》的听力材料对学生集中训练，提高了学生的听力水平。对于写作，在写作过程中，给予学生合理的指导，对学生有明确的要求：
(1)繁简适度。
(2)有闪光点，要有较高级词汇和较复杂语言结构。
(3)层次分明，承上启下。
(4)细读提示，写全要点。
(5)书面干净、整齐、规范。同时我们教师也要遵循“粗批，快改，及时发”的原则。否则，失去了时间意义，效果就不大了。同时我让学生背诵英语写作范文，做好语言积累，这有助于减轻学生的压力增强学生的信心。
三、狠抓教学环节，优化课堂教学，促进备考
注意复习课的针对性。我把复习重点放在学生的难点、弱点上以及常易出错或失误的内容方面上，努力做到有的放矢。课堂上坚持精讲多练，做到举一反三、触类旁通。以学生为主体的教学原则。复习课上我特别注意加强学生的操练活动，让学生多动脑筋多思考问题，让他们尽可能多地举一些例句，使他们能训练掌握语法的用法。
在紧张有序的工作中，我也深深地意识到自身存在的许多问题和不足，我知道高考英语的总趋势要求教师不断充电，迅速提升自身综合素质。所以在以后的工作中我将继续努力，争取处理好各种关系，全面发展。
通过高三这一年地艰苦努力，本人的教育教学能力和自身的综合素质都得到了进一步的提升，虽然自己教学的是2个普通班，在今年的高考中取得的成绩虽不够理想但总的来说也是不错的，在高考面前，自己的教学也取得了一定的成果。本人决心今后一定更加努力，为把新一代教育成为对社会有用的人才而献出自己的一切。
英语教师教学工作总结优秀模板【二】
为切实有效的做好英语教学工作，顺利完成本学期的教学任务，使学生达到最佳的学习效果，我对高二下学期的教育工作做了一个大致的总结，以明确这一学期的学习目的。
一、本学期的指导思想
以学校工作计划为指导思想，以培养学生自主学习和自主管理能力为主线，针对我校高二学生普遍英语底子差，基础薄的实际情况，坚持“夯实基础，狠抓双基，改进学法，激发兴趣，提高能力”的指导思想。在本学期的英语教学中，要坚持以下理念的应用：
1、要面向全体学生，关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心，使他们在学习过程中发展综合语言运用能力，提高人文素养，增强实践能力，培养创新精神;
2、突出学生主体，尊重个体差异，让学生在老师的指导下构建知识，提高技能，磨练意志，活跃思维，展现个性，发展心智和拓展视野;
3、让学生在使用英语中学习英语，让学生成为Good User而不仅仅是Learner。让英语成为学生学习生活中最实用的工具而非累赘，让他们在使用和学习英语的过程中，体味到轻松和成功的快乐。高二英语既注重基础知识的考查，又强调能力的灵活运用。为了适应这一趋势，提高高二英语的教学质量，在高二英语教学中我们将常抓基础知识，有梯度地拓宽词汇，提高课堂效率，从而努力提高学生学习的自觉性、主动性与积极性，通过师生互动，更进一步提高英语成绩。
二、学生情况分析
从学生期末考试情况来看，存在以下三方面问题：
①在思想上、态度上放松或放弃的现象有所表露，读，不会读，就谈不上听得懂，看得懂，从而导致破罐子破摔的现象。
②基础知识不够扎实，灵活运用语言的技能相对薄弱。
③运用能力不够强实。学生的阅读能力、理解能力、分析能力、判断能力、应变能力等均不能较好地适应考查要求。语言学习的关键在于语言知识的积累，只有通过学习者亲身的体验和摸索，才能学会并掌握语言知识，从而达到在交际中灵活使用语言的目的。
三、本学期的教学目标及措施
高二年级是高中的重要阶段，又是高中三年的承上启下阶段。因此，让学生在高二年级打好学科基础并有所发展是极其重要的。下列目标应在本学期内达到：巩固、扩大基础知识;培养口头和书面初步运用英语进行交际的能力，侧重培养阅读能力;发展智力，培养自学能力。争取在原有基础上有所提高，缩小与上学期期末考试时平均分与其他兄弟班级的差距。让复杂问题简单化，使学生更容易掌握所学知识。加大学生的阅读量。提高阅读速度。此外，在本学期的教学中，要狠抓基础及单词、句型及语法等，扎实基础知识，突击写作训练，为高考打下扎实的基础。具体方法如下：
1、钻研并创造性地利用教材，灵活使用，发挥教材特点。
2、内容要求学生一定要过词汇关，反复朗读、默写单词、以便加强学生对基础知识的掌握。摒弃不切实际的教学步骤，抓重点，搞强化，在日常教学中渗透语法意识。利用教材提高学生的基本功，坚持默写单词及重点句型。
3、培养学生的阅读能力，并以这些材料为基础，扩充学生词汇量，做到每学完一篇课文，就进行词汇检测。拓宽教材，扩展学生阅读量，努力补充学生的词汇。在平时教学过程中不断扩大学生的词汇量，词汇教学以新带旧，从而达到巩固扩充词汇的目的，做到经常督促、检测。
4、加大基础写作训练的力度，大力鼓励学生学以致用。并要求学生背范文、教师精选的课文段落、写作必背句型，使学生熟悉英语的句式结构及习惯用法，从句到篇，从而写出完整的英语文章。另外每周进行一篇的写作训练，鼓励运用背过的句型，提高学生的写作能力。
5、综合检查。准备每一单元做一次练习或测试，主要以结合当前教学内容为主要测试内容，间或分块测试，习题的训练在于精而不在于多。在教学中尽量按照高考的知识体系有针对性地选择典型性题目。针对共性问题进行精讲，让学生在书本中找到解决问题的源泉，学会思考、整理和归纳。
英语教师教学工作总结优秀模板【三】
九年级是整个初中阶段的重要一年，尤其是下半年是最关键的半年，为使学生在英语这门学科上取得更大的进步，在中考中取得优异的成绩，我在教学中尝试了一些教学方法，现总结如下：
一、认真搞好备课，特别是集体备课
教学中，备课是一个必不可少，十分重要的环节，既要备教材、备学生，又要备教法。备课充分，能调动学生的积极性，上课效果就好。
二、培养学生良好的英语学习习惯
我校的学生来源全是农村的，学生对学习英语的气氛不是很浓，学习自觉性较差，主要表现在以下几个方面：
1、学过的单词，老师要求背出，学生总是借口其他作业太多，没时间背等，往后一拖再拖，即便能背出来，也是临时死记抢记出来的。等到其他需要的时候又忘了。
2、上过的新课，相应的配套练习，不自觉去独立完成，总需要老师再三强调，但学生总希望老师和他们一起来做。
3、死记硬背的东西多，联系的东西少，因此表面上看感觉还可以，但真正一考起来，问题出来很多，而且差距很大。经过几次考试下来，问题也出来了，我任教的两个班：尖子生没有几个，中等生断层，差生面特大。针对以上情况，要改变这种局面，我觉的要做的事很多。
首先，要培养学生良好的学习习惯，课前多预习，课堂45分钟让学生集中注意力听讲，把老师讲的内容真正听懂。不能似懂非懂。课后认真完成配套的巩固练习，不懂的地方，多向老师或成绩稍好的学生请教。
其次，学生学习要主次分明，主要学科课后时间分配相应的因当多一些，特别是对英语学科，因为他毕竟不是母语。基础不打好，以后想提高也难。
第三，要灵活掌握学过的知识点，学习要讲究方法，举一反三，融会贯通，只有这样，学生才能把所学的知识串联起来，不容易忘记。
总之，要让学生明白，学习英语不是一天两天的事，是要靠平时慢慢积累起来的。
三、建设高效的课堂，努力提高驾驭课堂的能力
因为学生在课堂上的一举一动都会直接影响课堂教学，所以上课一定要设法吸引学生，不让其分心，上课内容力求丰富，现实。教态自然，讲课生动，难易适中照顾全部，就自然能够吸引住学生。另外，我每天都坚持保持充足的精神，让学生感受到一种积极上进的气氛。这样，授课就事半功倍。为了让学生真正参入到课堂中来，凡是学生自己能讲清楚的问题，都让学生自己解决，老师决不越俎代庖，课堂上尽量精讲、少讲把时间都留给学生。
四、加强课外辅导
英语学习是语言的学习。困此，除了课堂效果之外，还需要让学生多读，多讲，多练。为此，在早读时，我坚持认真了解早读情况，发现问题及时纠正。课后发现学生作业问题也及时解决，及时讲清楚，让学生即时消化。另外，对部分不自觉的同学还采取强制背诵等方式，帮助他们养成良好习惯，提高他们的英语学习能力。
英语教师教学工作总结优秀模板【四】
半个学期来，教导处以教育科研为突破口，以落实素质教育为中心，以培养学生的学习能力为出发点，在学校领导的帮助下，在全体教师的配合下，围绕科研兴校、质量立校的工作思路，深化课堂教学改革，开拓进取。教学工作得以顺利开展，取得了一些成绩，现总结如下：
一、常规管理规范合理
学校工作抓得实，常规工作才会规范化，一年来，我们以县教研室的《教师教学工作常规60条》为学校常规工作的准绳，有重点地抓好常规工作。
1.抓教研组长的学习。定期召集组长理论学习、听课、评课;赋于组长责任，让他们带动全组的教师开展互听、互学、互研活动，提高每一位教师的素质。
2.抓课前教案检查制度。不定期检查教师的教案，督促每一位教师切实做好本职工作，并在每月末组织了一次全面的常规检查。
3.抓课堂教学。要求教师做好充分的课前准备，正确处理教学预设与生成的关系。着力体现新课程改革的精神，帮助学生努力实现自主、合作、探究的学习方式的转变。要求每位教师认真上好一节精品课，充分展示自己的教学水平和教学特色，不少教师的课都上得十分精彩，几位年轻教师的课堂教学水平有了很大的提高。我们还进行了随堂听课和跟踪听课，以便更多的了解教师的教学情况。听课后及时进行教学效果的反馈，并和老师一起总结教学的得与失，及时改进教学工作。
4.做好课堂教学评估。协同教师就如何减负增效、提高40分钟的课堂效率进行全面深入的讨论与研究。每学期，校领导、教研组长到课堂听课均在20节以上。
5.做好教学质量评估工作。教导处认真做好后进生的期中、期末试卷分析工作，以点带面，抓全校教学质量的提高。
通过努力，现我校教师在课堂教学中都能以发挥学生的主体作用、培养学生的学习能力为中心，课堂教学改革又迈出了新的一步。
二、教研成绩比较突出
本学期我校教研工作在市级课题《利用农村资源优势，开展综合实践活动》的带动下，通过全校教师的努力，取得了较丰硕的成果。
1、教师论文获奖县级以上9人次：
尹校长的论文获市一等奖，万波老师的两篇论文分别获省三等奖和市一等奖，吴遵萍老师的论文获市一等奖，曾令新、吴金枝、杨友霞、杨金桃、邓利老师的论文获市二等奖。
2、教师教案、教学设计获奖县级以上5人次：
万亮平、贺红梅、李红霞、吴小娇、赵喜梅老师分别获县一等奖。
3、教学能力竞赛获奖县级以上4人次：
在上学期举行的青年教师比教活动中李映老师获思品组一等奖，陈婧老师获科学组一等奖，还作为全县科学教师的代表参加了市科学年会并上了汇报课被评为市一等奖，苏翠姣老师获数学组二等奖，邓利老师获语文组二等奖。
4.“两小”竞赛硕果累累
上学期、两位教师代表学校参加“两小”竞赛取得了较好成绩有四篇作品评为一等奖，八篇作品评为二等奖。
三、青年教师成长迅速
一直以来，学校非常关心青年教师的成长。尹校长多次强调：对于青年教师，我们给他们压担子，也予以他们机会如：听课--青年教师优先、严要求、在肯定其优点的同时多提不足;外出学习--青年教师优先;县教研室组织的各项观摩课让好学的青年教师参加;县外的活动，更是让青年教师参加。上学期赵喜梅老师在武汉参加了省综合实践活动交流会，全县只有玉沙小学派老师参加了。学校力所能及地为青年教师的发展提供平台，在这种情况下青年教师成长较快，赵喜梅老师、徐凡老师、陈婧教师、卜阳波教师以经成为我校的学科带头人。
四、教学质量稳中有升
学校教育是以培养高质量的学生为目标。我校教科研工作所取得好成绩，其归宿就是为更好地质量服务。为提高学校的质量：在校长的直接领导下，我们建立了教学质量奖励制度，精心组织好校内的教研活动，促学校质量的提高。
教导处工作头绪多而杂，工作中也存在着许多不尽人意的地方。我们将更加努力，创造性的开展工作，做到早布置、多指导、勤督促、善思考，切实为全体教师、全体学生做好服务工作。
英语教师教学工作总结优秀模板【五】
三年级下学期的英语教学工作终于走向了尾声，说终于，是因为这个词非常能体现我对三年级英语教学工作的心声。三年级的英语教学工作真的是一项非常累的工作。对于本学期的教学工作我做出了一下总结：
一、营造活跃的学习氛围，激发学生的学习兴趣，能提高教学效率
爱因斯坦曾说过：兴趣是的老师。因此，培养、提高、保持学生的学习兴趣是提高学生学习成绩的首要条件。基于这一点，我在教学中比较注重激发学生的学习兴趣，通过运用各种教学方法、设计形式多样的活动，为学生营造一个民主、平等、宽松、和谐的学习氛围，让学生在这种氛围中充分发挥自己的智慧，激发他们的学习兴趣，从而积极快乐地投入到学习中去。
二、创设浓厚的英语学习氛围
1、用英语来组织教学
我在课堂上尽量使用简单的英语组织教学。无论上课时师生相互打招呼问候、道别，或是教师发号指令让学生参与活动等，都用英语来说，尽可能让学生多听多讲英语，逐步养成英语语言习惯。这样既能增加课堂中学习英语的氛围，又能为学生创造良好的语言环境，增加了听说英语的机会。
2、创设情景，让学生得到广泛的实践
创设情景的方法有多种，我一般是利用实物、图片、简笔画等直观教具创设情景，利用挂图讲故事，扮演角色等等，让学生得到广泛的语言实践，使课堂增添无穷的乐趣。
三、优化课堂教学，努力提高课堂效率
1、在课堂上，认真授课，运用实物教具、简笔画，情景教学、手势语言等方法来启发、教育学生。教学生做游戏、唱英语歌等来激发学生的学习兴趣。鼓励学生大胆质疑，注重以学生为主体、教师为导的教学方法，充分调动学生的学习积极性。学生有疑难和不懂读的地方，我总是不厌其烦地讲解、分析、带读，力争让他们学了就懂，懂了会用。
2、在批改作业方面。学生的作业总是及时地批改，并详细地做好批注，对普遍性错误，在全班重复讲解、分析。针对个别学生的作业还采取面批方法，一一地分析讲解、帮助学生解决疑难习题，大大提高了教学质量。
3、在听力方面。为提高学生的听力水平，常让学生听英语歌曲及英语会话的录音磁带，还让学生表演对话，背书。
四、加强学法指导，帮助学生寻找学法规律
在我的英语课堂教学中，我一般都帮助学生寻找学法规律，使他们能够运用规律，在短时间内，掌握所学的知识，提高学习效率。例如，在教学比较长的单词：teacher，student等时，要学生听、观察、分析，让他们自己去发现规律，然后再进行小结，把这些比较长的单词分为两部分或三部分，再去进记忆，这样，大大地提高了教学效果。
五、偏爱后进生，做好培优补差工作
我在教学中很注重后进生的转化工作，采用了一帮一的方法，同时，在课堂上，多提问成绩差的学生，让他们感觉到不被遗忘，不产生自卑，自弃的心理，并能主动学习，不断追赶他人，把成绩赶上来。
回顾过去，在以往的教学工作中我还存在着一些不足之处，如：
1、无法照顾到全体学生，设计适合所有学生的教学方式。
2、要防止过分强调模仿、死记硬背，机械操作的教学倾向。
