高中英语写作教学案例分析报告

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读写结合——提高英语写作能力的教学案例

读写结合—提高英语写作能力摘要：英语写作是英语学习的四项基本技能之一，是英语教学中不可缺少的环节。

然而，长期以来，写作一直是困扰我国英语教学的一大难题。

学生面对写作任务时常常不知从何下手。

在教学中或在高考阅卷中常常发现：学生的审题能力差，偏离主题现象严重；文章词语贫乏，语言素材不丰富，句子意识差；表达不得体，结构单一，缺少连贯性，篇章意识差等等。

英语写作已成了英语教学的老大难问题，也成了英语教学的瓶颈。

本文通过整合阅读与写作教学，以读促写，是阅读教学的延伸与深化，是语言学习从语言输入到语言输出的一个质的转变，从而实现提高英语写作能力的目的。

一、案例背景(一) 问题提出语言是人们思想交流的工具，有声语言和书写语言是语言交流的两种媒介。

写作是学习者英语综合能力的体现。

高中英语新课程标准对写作提出了更高的要求，八级要求为“能根据所读文章进行转述或写摘要；能根据用文字级图表提供的信息写短文或报告；能写出与一连关切结构完整的短文，叙述事情或表达观点和态度；能在写作中做到文体规范、语句通顺”。

但在教学中或在高考阅卷中常常发现：学生的审题能力差，偏离主题现象严重；文章词语贫乏，语言素材不丰富，句子意识差；表达不得体，结构单一，缺少连贯性，篇章意识差等等，在学生的口语表达能力有较大提高的情况下，学生的写作能力还相对滞后。

可以说，长期以来，写作一直是困扰我国英语教学的一大难题。

学生面对写作任务时常常不知从何下手。

这一严重现象的出现，笔者认为有以下几个原因：1.目前高中英语教学中一般不开设专门的英语写作课，没有对学生英语写作基本功进行系统训练，往往是在高考前期进行短期的突击性应试模拟训练，平时对学生写作技能的培养较少。

2.学生的阅读量小和阅读面窄，造成词汇量小，写作语言素材贫乏。

3.学生良好的阅读策略与写作策略缺少，导致学生的篇章意识差等。

为了适应发展中的社会，满足社会的需求，使高中毕业生的英语写作水平达到高中英语新课程标准的八级或九级的写作目标，高中英语教学中对学生写作技能的培养必须是长期的、有目的循序渐进的写作技能培养。

高中英语教学案例分析

高中英语教学案例分析高中英语教学案例分析引言：高中英语教学是培养学生英语语言能力和综合运用能力的重要一环。

在教学过程中，教师常常面临着各种挑战和困惑。

本文通过分析一则高中英语教学案例，探讨了教学目标的设定、教学方法的选择以及学生的学习动机等方面，旨在帮助读者更好地理解高中英语教学，并对相关问题作出个人观点和理解。

第一部分：案例背景介绍在某高中英语教学中，教师在教授Unit 5《Canada--“The True North”》时，遇到了以下问题：学生对课本的阅读理解技巧掌握不够，缺乏对文章理解的能力；学生对英语听力材料中的单词发音和句子结构理解有困难。

第二部分：教学目标的设定针对上述问题，教师设定了以下教学目标：1. 培养学生对阅读材料的理解能力，提高其阅读技巧；2. 帮助学生加强听力训练，提高对口语表达的理解能力。

第三部分：教学方法的选择为达成上述教学目标，教师选择了以下教学方法：1. 在阅读教学中，采用预测、扫读和细读等策略，引导学生主动思考并提高对文章理解的能力；2. 在听力教学中，采用分段听、多次重复等策略，帮助学生熟悉英语听力材料的重点词汇和句子结构。

第四部分：学生学习动机的激发为增强学生的学习动机，教师采取了以下措施：1. 利用图片和实例引发学生对主题的兴趣；2. 设置合适的学习任务和游戏，增加学生的互动参与；3. 帮助学生树立学习目标，并鼓励他们通过学习获得成就感。

第五部分：总结与回顾通过以上教学方法和学习动机的激发，学生在高中英语教学案例中获得了较好的学习效果。

他们在阅读材料方面的理解能力和阅读技巧得到提高，对听力材料中的单词和句子结构有了更好的掌握。

学生的学习动机也得到了激发，他们更加积极主动地参与到教学活动中。

个人观点和理解：在高中英语教学中，教师的角色非常重要。

教师要根据学生的实际情况，设定合理的教学目标，并选择有效的教学方法。

在教学过程中，教师还要关注学生的学习动机，激发他们的学习兴趣和参与度。

高中英语教学案例分析

高中英语教学案例分析一、学情分析高三年级学生经过两年多的学习对高中《新课标》所要求应该知道理解的语言语法项目均以接触，但随着时间的流逝，好多东西被遗忘了，高三这个年就是捡起这些知识并整合知识点进而提升水平的一年。

二、内容分析本课是节语法专题复习课，是在上一节主要复习形容词副词基本功能即在句中所做成份以及多个形容词作定语的排序之基础上，进一步复习可修饰比较级的词和形容词词义辨析。

三、设计思路本课采用任务教学法。

先通过考点题组训练，要求学生在完成训练的同时注意归纳主要考点，再针对考点归纳解题方法技巧，最后再通过模拟试题的训练得以强化，形成技能，达到训练目的。

四、教学目的1. 熟知考纲要求的形容词副词词义并能准确使用。

2. 准确辨析形容词副词相近词、易混词。

3. 掌握比较等级的用法及其修饰语。

五、教学重难点1. 可修饰比较等级的词。

2. 常用相近词、易混词辨析。

六、教学过程Task 1. The topic group training （1 ）Ask students to finish the topic group 1 in ten minitues .While they are doing , they are asked to pay attention to the testing centres.(教师要求学生在完成训练的同时注意归纳主要考点，为下一步归纳考点做准备。

)Task 2. Induction of the testing centres.Ask students to present all the words that can modify comparative adjectives.Students’ answers：much, far, rather, a lot, a bit, still, even, no, a little, a great deal, by far, any etc.The teacher ask studens to show good ideas of keeping them in mind.( 教师在要求学生想办法把自己所列12 个能够修饰比较级的词记住时，学生犯难了。

高中英语教师教学案例分析范文6篇

高中英语教师教学案例分析范文6篇Teaching English at the high school level requires a deep understanding of the subject matter, effective instructional strategies, and the ability to engage and motivate students. Effective English teachers must possess a range of skills and knowledge to ensure their students develop proficiency in reading, writing, speaking, and listening. This essay presents six case studies that illustrate the diverse teaching practices and approaches employed by successful high school English teachers.Case Study 1: Incorporating Technology to Enhance Engagement Mrs. Emily Johnson, a veteran English teacher at Westside High School, has embraced the use of technology to create dynamic and engaging lessons. She regularly incorporates multimedia elements, such as interactive presentations, educational videos, and online discussions, to supplement her traditional instruction. By leveraging technology, Mrs. Johnson is able to cater to the diverse learning styles of her students and maintain their attention throughout the lesson. Her students have reported feeling more engaged and motivated to participate in class activities, leading to improvedcomprehension and academic performance.Case Study 2: Differentiated Instruction for Diverse LearnersMr. Liam Patel, an English teacher at Eastwood High School, recognizes the importance of addressing the unique needs and abilities of each student in his classroom. He employs a range of differentiated instructional strategies to ensure that all of his students, regardless of their academic level or learning preferences, have the opportunity to succeed. This includes offering tiered assignments, providing scaffolding for struggling learners, and incorporating project-based learning to allow students to demonstrate their understanding in various ways. By tailoring his instruction to the individual needs of his students, Mr. Patel has seen a significant improvement in their overall academic achievement and engagement.Case Study 3: Fostering Critical Thinking through Socratic Seminars Ms. Olivia Hernandez, an English teacher at Northside High School, is a strong proponent of the Socratic seminar approach. She regularly facilitates discussions in which students engage in deep, thoughtful dialogue about complex literary texts, challenging them to analyze, interpret, and defend their ideas. By encouraging students to question, explore, and critically examine the material, Ms. Hernandez helps them develop essential critical thinking and communication skills. Her students have reported feeling more confident in theirability to express their ideas and engage in meaningful intellectual discourse.Case Study 4: Integrating Interdisciplinary ConnectionsMr. Ethan Nguyen, an English teacher at Southside High School, recognizes the importance of helping his students make connections between the English curriculum and other academic disciplines. He regularly collaborates with teachers from other departments to design interdisciplinary units and projects that allow students to apply their English skills in a broader context. For example, he has worked with the history department to create a unit on the literature and social movements of the Civil Rights era, and with the science department to explore the intersection of literature and environmental science. By fostering these interdisciplinary connections, Mr. Nguyen helps his students develop a more holistic understanding of the subject matter and its real-world applications.Case Study 5: Emphasis on Writing DevelopmentMs. Sophia Ramirez, an English teacher at Westwood High School, places a strong emphasis on the development of her students' writing skills. She has implemented a comprehensive writing program that includes frequent opportunities for students to engage in various types of writing, from personal narratives to research-based essays. Ms. Ramirez provides detailed feedback and individualized instruction to help her students improve their writingmechanics, organization, and overall effectiveness. Her students have reported feeling more confident in their writing abilities and better prepared for the rigors of college-level work.Case Study 6: Cultivating a Love for LiteratureMr. Aiden Chen, an English teacher at Eastside High School, is passionate about fostering a love for literature in his students. He curates a diverse range of literary texts, from classic novels to contemporary poetry, and creates engaging lessons that encourage students to explore the themes, characters, and literary devices within these works. Mr. Chen also incorporates opportunities for students to engage in creative writing and book discussions, allowing them to express their personal interpretations and connections to the material. By cultivating a genuine appreciation for literature, Mr. Chen has seen his students develop a deeper understanding and enjoyment of the English language and its power to convey human experiences.These six case studies highlight the diverse teaching practices and approaches employed by successful high school English teachers. From incorporating technology to fostering critical thinking, these educators have demonstrated their commitment to providing their students with a well-rounded and enriching educational experience. By drawing upon these examples, other English teachers can gain valuable insights and inspiration to enhance their own instructionalpractices and better support the academic and personal growth of their students.。

高中英语写信类文本分析案例范文

高中英语写信类文本分析案例范文Writing is a fundamental skill that students need to develop throughout their academic careers. One of the key components of writing instruction in high school English classes is letter writing. Letter writing exercises provide students with the opportunity to practice formal and informal communication skills, as well as learn the conventions and structure of different letter types. This case study will analyze a sample of high school English letter writing texts to explore the key elements and learning objectives of this genre.The first text analyzed is a sample formal business letter. This letter is addressed to the principal of a high school requesting permission to hold a fundraising event on campus. The letter begins with a clear statement of purpose, outlining the request being made. It then provides background information to provide context, explaining that the school's drama club is seeking to raise money for an upcoming performance tour. The body of the letter goes on to describe the proposed fundraising event in detail, including the date, time, location, and activities planned.The formal tone and structure of the letter is evident throughout. The language used is professional and polite, with phrases like "I am writing to request..." and "We would be most grateful if you would consider..." The paragraphs are clearly organized, with each focused on a specific aspect of the request. Appropriate salutations and closings are also used, with "Sincerely," followed by the sender's printed name and title.Overall, this sample business letter effectively demonstrates the key elements of formal letter writing. Students learning this genre would be expected to understand the purpose of a business letter, the appropriate formal tone and structure, and the conventions of salutations, body paragraphs, and closings. By analyzing this text, they would gain familiarity with the building blocks of effective business correspondence.The second text is an example of a personal letter written by a high school student to a friend. In this letter, the student is updating their friend on their recent activities and experiences. The letter opens with a friendly salutation, "Dear Alex," and a brief statement catching the friend up, such as "I hope this letter finds you well."The body of the letter then goes on to describe various happenings in the writer's life. This includes details about a recent family vacation, updates on school and extracurricular activities, and thoughts andfeelings about upcoming events. The tone is casual and conversational, with the use of contractions ("I've," "didn't") and informal language ("super fun," "bummed out").Throughout the letter, the writer maintains a personal, relatable voice. They include anecdotes and opinions that give the reader a sense of their individual personality and experiences. The letter closes with well-wishes for the friend and a warm sign-off, such as "Talk to you soon, your friend, [name]."This sample personal letter demonstrates the key features of informal, interpersonal writing. Students analyzing this text would learn about the purpose and structure of a personal letter, as well as the appropriate tone, language, and conventions. They would gain practice crafting a coherent narrative, expressing thoughts and feelings, and maintaining an authentic, conversational voice.The final text is a sample of a formal letter of recommendation written by a high school teacher. In this letter, the teacher is providing a positive endorsement of a student applying to a competitive university program. The letter begins with a clear statement of who the student is and what program they are applying for.The body of the letter then goes on to provide specific details andexamples to support the teacher's recommendation. This includes describing the student's academic achievements, such as their GPA, test scores, and honors/awards. It also highlights the student's positive personal qualities, such as their work ethic, leadership skills, and contributions to the school community.Throughout the letter, the teacher uses language that is formal and persuasive. They employ vivid descriptors ("exceptionally bright," "exemplary work ethic") and make a clear case for why the student is deserving of admission. The tone remains objective and professional, as the teacher avoids overly personal anecdotes or subjective opinions.The letter closes with a strong endorsement of the student, expressing confidence in their abilities and potential for success in the program. The teacher's signature and title at the end provide credibility and authority to the recommendation.This sample letter of recommendation illustrates the key features of this genre, including its purpose, structure, tone, and language. Students analyzing this text would learn about crafting a compelling argument, highlighting an individual's strengths and qualifications, and using formal, persuasive writing to advocate for a candidate.In conclusion, this case study has examined three distinct examplesof letter writing texts commonly found in high school English curricula. Through the analysis of a business letter, personal letter, and letter of recommendation, key elements of each genre have been identified and discussed. These texts provide valuable learning opportunities for students to develop their writing skills, understand different communication contexts, and practice adhering to established conventions.By studying these sample letters, students can gain familiarity with the purpose, structure, tone, and language that characterize effective letter writing. This foundational knowledge can then be applied as students engage in their own letter writing exercises, whether drafting formal business correspondence, personal updates to friends, or persuasive recommendations. Overall, the inclusion of letter writing in high school English instruction serves as an essential component of preparing students for academic, professional, and personal communication in the real world.。

高中英语教学阅读与写作的整合案例分析

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高中英语教学案例分析范文6篇

高中英语教学案例分析范文6篇The world we live in today is a complex and ever-evolving landscape, filled with both challenges and opportunities. As we navigate this dynamic environment, it is essential to approach life with a sense of purpose, resilience, and a deep understanding of the human experience. In this essay, we will explore the importance of embracing our individuality, cultivating meaningful relationships, and striving for personal growth and fulfillment.At the heart of the human experience lies the pursuit of self-discovery. Each individual is unique, with their own set of strengths, weaknesses, dreams, and aspirations. It is this diversity that makes our world so rich and vibrant. By embracing our individuality, we can unlock our full potential and contribute to the betterment of society in our own unique way. Whether it is through our chosen profession, creative endeavors, or the way we engage with our communities, the expression of our authentic selves is the foundation upon which we can build a life of purpose and meaning.However, the journey of self-discovery is not without its obstacles. We are often confronted with societal expectations, cultural norms, and the pressure to conform to a certain mold. It is in thesemoments that we must have the courage to challenge the status quo and forge our own path. By cultivating self-awareness and a deep understanding of our values, we can navigate these challenges with grace and resilience, ultimately emerging as stronger and more empowered individuals.Alongside the pursuit of self-discovery, the cultivation of meaningful relationships is a vital aspect of the human experience. We are inherently social creatures, and our connections with others profoundly shape our lives. Whether it is the love and support we receive from family and friends, the mentorship and guidance we find in our communities, or the deep bonds we form with romantic partners, these relationships are the bedrock upon which we build our lives.In an increasingly interconnected world, it is easy to become consumed by the superficial connections we make through social media and digital platforms. However, true fulfillment comes from the depth and quality of our relationships, not their quantity. By investing time and energy into building genuine, authentic connections with others, we can create a support system that nurtures our personal growth, provides a sense of belonging, and helps us navigate the ups and downs of life.Moreover, the cultivation of meaningful relationships extendsbeyond our personal lives and into the broader societal context. As we engage with our communities, whether it is through volunteering, political activism, or simply being a good neighbor, we have the power to contribute to the greater good and foster a more just, equitable, and compassionate world. By recognizing our interconnectedness and our shared responsibility to one another, we can work towards creating a society that values empathy, collaboration, and the collective well-being of all its members.Finally, the pursuit of personal growth and fulfillment is a lifelong journey that requires a deep commitment to self-improvement and a willingness to step outside of our comfort zones. In a world that is constantly evolving, it is crucial that we remain adaptable, open-minded, and eager to learn. Whether it is through formal education, self-directed learning, or the acquisition of new skills, the pursuit of knowledge and personal development is the key to unlocking our full potential and staying relevant in an ever-changing landscape.However, personal growth is not just about the accumulation of knowledge and skills; it is also about the cultivation of emotional intelligence, empathy, and a deep understanding of the human condition. By cultivating these qualities, we can develop a greater sense of self-awareness, emotional resilience, and the ability to navigate the complexities of life with grace and wisdom.As we strive for personal growth and fulfillment, it is important to remember that the journey is not always linear or easy. We will inevitably face setbacks, challenges, and moments of uncertainty. It is in these moments that we must draw upon our inner strength, our support systems, and our commitment to growth and self-improvement. By embracing these challenges with a positive mindset and a willingness to learn, we can transform them into opportunities for personal growth and transformation.In conclusion, the human experience is a rich and multifaceted tapestry, woven with the threads of self-discovery, meaningful relationships, and personal growth. By embracing our individuality, cultivating genuine connections with others, and continuously striving for self-improvement, we can unlock our full potential and contribute to the creation of a more just, equitable, and compassionate world. As we navigate the complexities of life, let us approach each day with a sense of purpose, resilience, and a deep appreciation for the beauty and wonder of the human experience.。

牛津高中英语教学案例与分析

２ｅｄａｄａｓｒ（ａｋ７．Ｒａｎｎｗｅ：Ｔｓ）
、
项探究学习和合作学习：要求学生在课前炼其英语表达能力，又为新课提前 “ 热节让学生略读文章，使其快速把握非正式
力，并在课堂上通过自主合作、探究等方
达到深层次理解文章，体验语言，实现语言习得，感受英语学习的成功．本课任务
（）ａｋ．ｒｗｉ－ｅｄｎ（读二Ｔｓｓｆｈｅｒａｉｇ阅ｏｌ
② 使学生利用各种阅读技巧和方法，主学习能力和协作式探究能力．获取所需信息； ③ 学生能够模仿本文制定自己的旅
行计划．
四、教学过程
任务）Ｔｓ）：（ａｋ１
备工作；入探究，自主地解决问题，提高学生的自几位小组代表演示他们课前做的海报，简单介绍课文提及的几个地区，教师随后作出评价和领读地名，再借助 “ 头脑风暴 ” 与本话题有关的知识和词汇，引起学生对文章内容的兴趣，为下一步阅读理解做好充分的准备．
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高中英语写作教学案例分析杨芳2013. 11. 10 高中英语写作教学案例分析一．思考的问题：怎样让学生在写作中减少经常会出现一些很低级的错误。

学生在写作中经常会出现一些很低级的错误，但屡禁不止，很是头疼。

为了让学生避免这些错误，本人把错误收集在一起，并让学生来改，之后类似的问题减少了许多。

二、教学过程描述：我首先把书面表达的评分原则呈现给学生，再指出好的方面和不足方面：（一）评分原则： 1. 本题总分为25分，按5个档次给分。

2. 评分时，先根据文章的内容和语言初步确定其所属档次，然后以该档次的要求来衡量，确定或调整档次，最后给分。

3. 词数少于100和多于150的，从总分中减去2分。

4. 评分时应注意的主要内容为：内容要点、应用词汇和语法结构的数量和准确性及上下文的连贯性。

5. 拼写与标点符号是语言准确性的一个方面。

评分时，应视其对交际的影响程度予以考虑。

英、美拼写及词汇用法均可接受。

6. 如书写较差以至影响交际，将分数降低一个档次。

（二）好的方面 1．能按照要求把要点写出； 2．有意识地用上好词好句； 3．连接词用得较好； 4．书写有提高。

（三）主要的错误 1．有语病的句子很多； 2．应用词汇和语法结构的数量少和准确性差； 3．拼写与标点符号较差； 4．书写较差以至影响交际。

具体的错误分类列出，有句子，有说明，还有巩固练习：1. 有……人死于交通事故 There were 500,000 people died in the traffic accident. 分析：这是有语病的句子，其句法应该是“主语+谓语+状语”，即People died in the accident. There were放上去何用之有?千万不能按汉语的句式来写英语句子。

再如：有十二人在打篮球。

Twelve people are playing basketball.(不能用There are twelve people are playing basketball.) 有三个同学没来上课。

Three students didn’t come to school. (不能用There were three students didn’t come to school.) 请改正： There is also a few people hold a completely different opinion. （去掉There is )2. 动词的第三人称单数的词尾变化。

究其原因是受汉语的影响，一定在记住英语的谓语动词必须跟主语保持一致。

下面有几个错误的句子，请指出并改正错误： It provide a good job. (provides) The car give us convenience. (gives) Everything have two sides. (has) 高中各年级课件教案习题汇总语文数学英语物理化学 The car havea lot of advantages. (has) The company provide work for us. (provides) It take us little time to arrive the place. (takes)3. 动词不可直接作主语，应该用V-ing或to do等。

请指出并改正错误： Have a car brings us convenience. Have a car can save a lot of time. Use car can save time. Not only can it makes traffic jams, but also it cause pollution. Car bring air pollution.4. Too many和too much 混用。

可数名词和不可数名词混用。

Too many修饰可数名词，too much修饰不可数名词。

想想为什么会有人用too much 来修饰people？还有work是不可数名词，不能用many works。

还有不能用bring a bad pollution.5．as…as possible和as possible as I can. 请指出并改正错误： as+形容词/副词…as possible，如as fast as possible; as quickly as possible; as many as possible; We are trying to collect as many used books as possible. Come to me as quickly as possible. The pollution should be controlled as possible as we can. Besides, it has made many pollution. Many traffic accidents takes place. The car have a lot of advantages. 从来就没有as possible as I can的短语，为何用它？6. 无端在行为动词前加上am/is/are。

请指出并改正错误： There are exist some advantages It is provide us good jobs. Cars are play an important role. It’s takes into consideration. Some people are hold the opposite opinion. The traffic jam is become worse. It is offer many choices of work.7. 名词前无冠词。

通常情况下，可数名词前要有冠词，或用上复数形式，不能单独使用。

请指出并改正错误： Caris convenient. Traffic accident happen. There is traffic jam. We can have job. Car bring air pollution.8．汉式英语。

请指出并改正错误： Advantages are more than disadvantages. We use the car can save time. Use car can save time. Cars are benefit but bad.9.想用定语从句，却不是句子。

请指出并改正错误： Those who driving a car can’t be too careful. …cars, which making our lives easier. There are more than 500 thousand people die of var accidents. I think the drivers who using the car should be careful.10. 单复数不分。

Some people earns his life by car. There are some problem. Everyone don’t think so.11．because老爱用大写。

在表示原因状语时且用在句中时，because一定用小写。

请指出并改正错误：There isair pollution Because of many cars.12．形容词比较级混用。

请指出并改正错误： It can be more better in the future. Other people don’t agree. Because if there are more cars in city people can get to cities more easily. We should make our earth more good.13．拼写错误。

thousant--thousand, liveing-living, worsel无此词, surrouding--surrounding, consided--considered, rathen--rather, puble-public 等。

在最后还给学生一些建议： 1．凡事细心些，按英语习惯来写句子； 2．认清常见错误，避免再次写错； 3．建立错题集，不断提醒自己； 4．多背些范文，模仿它们来写．该课通过学生错误的分类归纳，给学生以警示作用，学生能避免犯同样的错误，最后写出优美的句子。

学生反映很有收获。

高中英语写作教学案例反思杨芳2013. 11.10高中英语写作教学案例反思学生在写作中经常会出现一些很低级的错误，但屡禁不止，很是头疼。

现在就本教学案例做以下反思：1. 任何一位教师不可能每一堂课都上得很成功,但敏感地把握教学中的机会,适时地做些调整,并很好地去设计下节课,以求下节课达到最佳效果。

2. 教师在课前教学设计和课后即时反思中，要经常审问自己：让学生学什么，为什么要学这些内容；让学生怎么学，为什么要这样学；这样做有效吗，为什么有效，或者为什么高效、低效甚至无效、负效；学生在课堂上该听的听了没有，该做的做了没有，该想的想了没有，该说的说了没有等等。

3. 通过日常教学案例的收集整理，在反思中不断加强学习和研讨，及时改进和完善自己的教学，帮助并促进学生在听中学、做中学、想中学、说中学。

使每一堂课成为提升个人教学智慧的实作平台，修炼出一套实施新课程、服务学生的新本领、真功夫。

4. 时刻牢记学生始终是课堂的主体，一切教学都要以学生的需求为中心。

5. 真心去爱学生，要为学生服务，做学生的朋友和贴心人。

在最后还给学生一些要求：1．凡事细心些，按英语习惯来写句子； 2．认清常见错误，避免再次写错； 3．建立错题集，不断提醒自己； 4．多背些范文，模仿它们来写．该课通过学生错误的分类归纳，给学生以警示作用，学生能避免犯同样的错误，最后写出优美的句子。

浅谈如何提高高中英语写作杨芳2013. 11.10浅谈如何提高高中英语写作随着素质教育的大力提倡，培养学生的交际能力已成为高中英语教学的目标之一。

“听、说、读、写”是英语学习的四项基本技能，“写”作为四项技能之一，在很多英语考试中占有很大的分值，它作为一种语言输出，是基于听和读之上的；它也是学生英语学习的一个难点。

《新课标》对高中学生的写作技能目标要求如下：1. 能根据要求用英语书写出格式规范、行文准确的常用应用文;2. 能用英语填写各种日常生活中的表格等;3. 能借助工具书进行简单英语资料的书面翻译。