高中英语教学叙事3篇
高中叙事英语作文_英语作文
高中叙事英语作文听、说、读、写是英语的四个基本技能,而写作是最能够体现出学生英语的综合能力。
下面，是橙子为你整理的高中叙事英语作文，希望对你有帮助!高中叙事英语作文篇1 Today, there is an interesting thing at my home. Today is Sunday, so my father doesn’t go to work. After lunch, my father goes to sleep and I feel a little bit bore. Suddenly, an interesting idea comes to my mind. I take four color pens to my father’s room. And then, I help him put on lipstick with a red pen, paint his face with a yellow pen, draw the left eyebrow with a blue pen and draw the right with a green pen. Finally, I draw a very interesting makeup for dad. And then I go back to watch TV. About half an hour later, he shouts loudly when he is doing with his hair. I laugh loudly, because he is shocked by himself and he isn’t angry with me.今天，我家发生了一件很有趣的事。
今天是星期天，爸爸不用去上班。
午饭过后，他去睡觉了，而我感觉有点无聊。
突然，我的脑袋里有了一个主意。
我拿了四支彩色笔到爸爸的房间去，然后用红色笔给他涂了口红，用黄色笔给他画脸蛋，用蓝色笔画了左边的眉毛，最后用绿色的笔画了右边的眉毛。
高二优秀英语教案精选【3篇】
高二优秀英语教案精选【3篇】英语教案怎么写?教学过程是教案的主要部分：写教学环节、写知识点和所用时间、写教师活动、写学生活动。
写教学过程主要写以下几方面的内容：今天小编在这给大家整理了高二英语教案大全，接下来随着小编一起来看看吧!高二英语教案(一)《Unit 3 Life in the future》本教学设计在新课程教学理念的指导下，力求在培养学生的语言知识、知识技能、情感态度、学习策略和文化意识等素养的基础上发展学生综合运用语言的能力，使学生通过观察、体验、探究等主动学习的方法优化英语学习方法，充分发挥自己的学习潜能，形成有效的学习策略。
1. 开展学生活动，发挥主体作用新课程强调要充分发挥学生在教学过程中的主体作用。
本课设计遵循以学生为主体，教师为主导这一教学原则，创设角色扮演情景、激烈讨论提出建议，让学生限度地参与教学过程，尊重学生的主体地位，充分发挥学生在学习过程中的主动性、积极性、创造性，使课堂充满活力。
2. 实施情景教学，统合三维目标本课设计从教学需要出发，创设情景，进行情景设问、讨论，激起学生的情感体验，激活学生思维，帮助学生迅速、正确地理解和接受知识，并在学习过程中培养其积极进取的科学的人生观及价值观，较好地落实了三维目标。
而三维目标是相辅相成、相互渗透的，所以在情景教学的过程中，知识的落实、能力的培养、情感态度价值观的渗透交融在一起，实现了三维目标的和谐与统一。
3. 转变学习方式，增强教学效果新课程要求提倡自主、合作、探究的学习方式，发挥学生的主体性、能动性和独立性，本课设计通过自学课本，小组讨论，综合分析，角色扮演等活动，为学生自主学习、合作学习、探究学习提供了空间，使学生体验了自主之乐，合作之趣，探究之悦，促进了学生知识的构建与运用，能力的培养和提高，情感体验和态度、价值观的形成，增强了教学效果。
4. 运用问题教学，启发学生思维本课设计按照诱思探究理论要求，遵循学生的认知规律，引导学生去发现问题、分析问题和解决问题，从而掌握知识，形成能力，培养品质。
关于教育叙事的英文作文
关于教育叙事的英文作文Educational Narratives。
Educational narratives are stories that describe educational experiences and their impact on individuals. They can be written from the perspective of students, teachers, administrators, or other stakeholders in the educational system. Educational narratives can take many forms, including personal essays, memoirs, research articles, and novels.Educational narratives can serve a variety of purposes. They can be used to:Share personal experiences with education。
Reflect on the impact of education on individuals and communities。
Inform educational policy and practice。
Inspire others to pursue their educational goals。
Educational narratives can be a powerful tool for understanding the complexities of the educational system. They can help us to see the system from the perspective of different stakeholders and to understand the challenges and opportunities that they face. Educational narratives can also help us to identify ways to improve the educational system and to make it more equitable and effective.中文回答：教育叙事是描述教育经历及其对个人影响的故事。
教学叙事案例高中英语
教学叙事案例高中英语High School English":Teaching English at the high school level can be a challenging yet rewarding experience. As an educator, I have had the opportunity to work with diverse students and implement various instructional strategies to foster their language development and academic growth. In this narrative case study, I will share my experiences and insights from teaching English to a group of high school students.The class I was assigned to teach was a 10th-grade English literature course, comprising 25 students with varying levels of proficiency in the language. One of the primary goals I set for myself was to create a inclusive and engaging learning environment that would cater to the diverse needs and learning styles of my students.To begin, I conducted a thorough assessment of the students' prior knowledge and skills. This allowed me to identify their strengths, weaknesses, and areas that required additional support. I was particularly interested in understanding their familiarity with literary analysis, their reading comprehension abilities, and their confidence in expressing their ideas through written and oral communication.Based on the assessment results, I designed a comprehensive curriculum that balanced the study of classic literary works with opportunities for students to develop their critical thinking, problem-solving, and communication skills. I carefully selected a range of texts, including novels, short stories, and poetry, that would not only expose the students to diverse literary genres but also challenge them to explore complex themes and universal human experiences.One of the key instructional strategies I employed was the use of interactive, student-centered activities. Instead of relying solely on lecture-based lessons, I incorporated group discussions, collaborative projects, and interactive presentations. This approach encouraged the students to actively engage with the material, share their perspectives, and learn from one another.For example, when we studied Harper Lee's "To Kill a Mockingbird," I divided the class into small groups and assigned each group a different theme or character to analyze. The students were tasked with conducting research, identifying relevant textual evidence, and preparing a presentation to share their findings with the class. This not only deepened their understanding of the novel but also developed their research, critical thinking, and public speaking skills.Furthermore, I placed a strong emphasis on the development ofwriting skills. Throughout the course, the students were required to complete various writing assignments, ranging from literary analyses to personal narratives. I provided detailed feedback on their work, focusing on aspects such as organization, coherence, and the use of evidence to support their arguments.One particularly memorable assignment was a creative writing exercise in which the students were asked to reimagine the ending of a classic short story. The students' imaginative and thought-provoking responses not only demonstrated their understanding of the original text but also showcased their ability to think critically and express their ideas in a compelling manner.In addition to the academic components of the course, I also recognized the importance of fostering a positive and supportive classroom environment. I made a conscious effort to get to know my students on an individual level, to understand their unique backgrounds, interests, and learning needs. This allowed me to tailor my instructional approach and provide personalized support when necessary.One student, in particular, stood out to me during this process. Emily was a quiet and reserved student who initially struggled with the demands of the course. However, through my one-on-one interactions with her, I discovered that she had a deep passion forpoetry and a keen eye for literary analysis. I encouraged her to share her insights during class discussions and to incorporate her love of poetry into her writing assignments.Over the course of the semester, I witnessed a remarkable transformation in Emily. She became more confident in her abilities, actively participated in class, and produced exceptional work that showcased her analytical and creative skills. This experience reinforced my belief in the power of personalized instruction and the importance of recognizing and nurturing each student's individual strengths and talents.Throughout the teaching experience, I also faced several challenges that required me to adapt and refine my instructional strategies. For instance, I encountered students with diverse learning styles, some of whom preferred visual aids, while others thrived in hands-on activities. I had to be flexible and incorporate a range of teaching methods to ensure that all students could access the content and engage with the material effectively.Additionally, I had to navigate the complexities of teaching sensitive topics, such as social injustice and cultural diversity, which were often present in the literary works we studied. I approached these discussions with empathy, sensitivity, and a commitment to fostering open and respectful dialogues among my students.Despite the challenges, the overall experience of teaching high school English was deeply rewarding. Witnessing the growth and development of my students, both academically and personally, was truly gratifying. I saw them evolve from passive recipients of information to active, critical thinkers who could articulate their ideas with confidence and clarity.In reflecting on this teaching narrative, I have gained valuable insights that will inform my future practice. I have learned the importance of adapting to the unique needs and learning styles of each student, the significance of creating a inclusive and supportive classroom environment, and the power of incorporating interactive and student-centered instructional strategies.As I continue on my journey as an educator, I am committed to building upon these experiences and constantly seeking ways to improve my teaching practice. By staying attuned to the ever-changing needs of my students and the evolving landscape of education, I hope to continue making a meaningful impact on the lives of the young people I have the privilege of teaching.。
高中叙事类英文作文
高中叙事类英文作文Title: A Journey Through High School。
High school, a period of transformation and discovery, marked by academic challenges, personal growth, and memorable experiences. Reflecting upon my high school journey, it has been a rollercoaster ride filled with ups and downs, triumphs and tribulations. Here, I recount some of the pivotal moments that have shaped my high school narrative.The freshman year dawned upon me with excitement and apprehension. Stepping into the unfamiliar corridors of high school, I felt a mixture of nerves and anticipation. As I navigated through the maze of classrooms and hallways, I encountered new faces and forged new friendships. The initial days were a blur of orientation sessions, icebreaker activities, and adjusting to the rigors of high school academics.Amidst the academic pursuits, extracurricularactivities provided a welcome respite. Joining clubs and teams exposed me to a myriad of interests and talents. Whether it was participating in debate competitions, showcasing artistic endeavors in the school gallery, or sweating it out on the soccer field, each activity added a layer of richness to my high school experience.As the sophomore year rolled around, I found myself settling into a rhythm. The novelty of high school had worn off, replaced by a sense of familiarity and routine. However, with this comfort came a renewed sense of ambition.I challenged myself to excel academically, striving for excellence in every subject. Late-night study sessions became the norm as I tackled complex equations, dissected literary masterpieces, and delved into the intricacies of scientific phenomena.Yet, high school was not just about academics. It was also a time for self-discovery and personal growth. I grappled with questions of identity, navigating theturbulent waters of adolescence. Peer pressure, self-doubt,and existential angst were constant companions on this journey of self-exploration. However, with each obstacle overcome, I emerged stronger and more resilient, armed with a deeper understanding of myself and the world around me.Junior year heralded the onset of a new chapter in my high school saga. With college looming on the horizon, the pressure to excel reached fever pitch. SATs, AP exams, and college applications loomed large, casting a shadow over my days. Balancing academic demands with extracurricular commitments became a delicate tightrope act, requiring precision and finesse. Yet, amidst the chaos, I found moments of clarity and purpose, reaffirming my commitment to academic excellence and personal growth.As the final year of high school beckoned, I found myself standing on the precipice of adulthood, poised to take the leap into the unknown. Senior year was a whirlwind of emotions – nostalgia for the years gone by, excitement for the future, and apprehension about what lay ahead. Yet, amidst the flurry of college acceptances and farewells, I found solace in the knowledge that high school had preparedme well for the journey ahead.In retrospect, my high school journey has been a tapestry of experiences – woven together by moments of triumph, adversity, and everything in between. From the wide-eyed freshman to the seasoned senior, I have grown immeasurably, both academically and personally. High school has been more than just a stage in my education; it has been a transformative journey that has shaped me into the person I am today.As I bid farewell to the hallowed halls of high school and embark on the next chapter of my life, I carry with me the lessons learned, the memories cherished, and the friendships forged. High school may be coming to an end, but the journey is far from over. And as I step into the unknown, I do so with optimism, resilience, and a sense of purpose – ready to embrace whatever the future may hold.。
高一英语叙事作文范文_作文950字_高中记叙文_
高一英语叙事作文范文在记叙文的写作过程中鼓励学生形象细致地描写、真情抒发、写出个性，帮助学生获得能力的提升、实现自我的成长。
以下是小编为大家整理的高一英语叙事范文，欢迎大家参考阅读。
高一英语叙事作文范文篇1i have a great time during the winter holiday, because i enjoy myself as well as focus on my study. as it’s known to all, the spring festival is the most important in winter holiday that would occupy much time to celebrate it. therefore, i finished my homework first, so that it won’t bother my enjoyment during the festival.i finished my home work in one week. and i went shopping with my parents. we bought a lot of things, especially snacks and fruits. then, it was the spring festival. we had a big dinner on the new year’s eve. my parents prepared the big dinner and i could only act as assistant. the dinner was so delicious that i ate so full. in the next several days, my parents and i visited our relatives and friends or they visited us. sometimes, we went out for fun together. we children were always the most excited. now, holiday is coming to the end and i will go to school soon. i am so happy that i have a wonderful winter holiday.我度过了一个很快乐的寒假，因为我不仅玩得开心，也完成了我的学习任务。
高中英语叙事作文大全
高中英语叙事作文大全在英语教学中,写作教学是十分重要并且不可忽视的一部分,而记叙文也是英语作文常见的文体。
以下是店铺为大家整理的关于高中英语叙事作文，给大家作为参考，欢迎阅读!高中英语叙事作文篇1According to my memory, my high school life was full of happiness and fortune because of my lovely friend and teacher. They are sunshine in my high school life.根据记忆，我的高中生活充满了幸福和运气，因为有可爱的朋友和老师。
他们是我高中生活的阳光。
I met my best friend in senior one. She is a girl with long legs, white skin, and small face. What makes me a deep impression is her wide shoulder, wider than other girls who have the same height as her. She was kind, treating me just like I was her sister.I didn’t live in school dormitory, but she did. So, I slept with her at noon. Sometimes we argued, but we both checked our mistakes and recovered our relationship soon. When we were senior two, I moved in school dormitory, I didn’t feel comfortable in there very fast. She took care of me and made me feel warm. In my opinion, she is more than a friend, like a family.在高一的时候我遇到了我最好的朋友。
高中作业教育叙事英语作文
高中作业教育叙事英语作文1. It was a sunny day, and I was sitting in my high school classroom, trying to focus on the teacher's lecture. But my mind kept wandering, and I couldn't help but think about the upcoming basketball game.2. The game was a big deal for our school, and everyone was excited. The gymnasium was filled with cheering students, and the energy was contagious. I couldn't wait to step onto the court and show off my skills.3. As the game started, I felt a rush of adrenaline. I dribbled the ball down the court, dodging defenders with ease. I made a quick pass to my teammate, who scored the first basket of the game. The crowd erupted in cheers, and I couldn't help but smile.4. Throughout the game, we played with intensity and determination. We hustled for loose balls, made precision passes, and executed flawless plays. The crowd cheered uson, and their support fueled our motivation.5. However, it wasn't all smooth sailing. The opposing team fought back, and the game became more intense. Wefaced tough defense, missed shots, and made mistakes. Butwe didn't give up. We encouraged each other, stayed focused, and kept pushing forward.6. With only a few minutes left in the game, we were down by two points. The tension in the gym was palpable. I knew that this was our moment to shine. I dribbled the ball, drove to the basket, and made a layup, tying the game.7. The crowd went wild, and I could feel the energy surge through my body. We had a chance to win this game. We played tight defense, stole the ball, and scored another basket. With seconds left on the clock, we were up by two points.8. The opposing team had one last chance to tie the game. They took a shot, but it missed. The final buzzer sounded, and we had won. The gym erupted in cheers, and myteammates and I celebrated our victory.9. As I walked off the court, I couldn't help but feela sense of accomplishment. We had worked hard, fought through challenges, and came out on top. It was a lesson in perseverance and teamwork that I would never forget.10. The basketball game taught me the importance of never giving up and always believing in myself. It showed me that with hard work and determination, anything is possible. It was a defining moment in my high school experience, and one that I would cherish forever.。
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高中英语教学叙事3篇高中英语主要是对高中课改后的全国高考英语试题课标卷进行全面分析，旨在帮助中学英语教师和高三学生详细了解高考命题方向及今后命题的趋势。
本文是高中英语的教学叙事，欢迎阅读。
高中英语教学叙事一：讲台上，我，立。
讲台下，学生，坐。
教室外，阳光，暖。
教室内，目光，炽。
理想的课堂环境大概就是这样了。
作为新教师，站在正在慢慢熟悉的讲台上，我正努力用轻快地语调讲解着习题，而学生们看着题目，跟随我的思路，一起走在英语世界的宽敞大道上……阅读理解。
题目已经讲解完毕，回头整理文中出现的重点词句。
看到breakfast，早餐。
这个词，并不在我备课的范围之内，但灵机一动，决定抓住时机，时刻提醒大家注意基本知识的掌握和回顾复习。
我问道：“What’s the Chinese meaning of breakfast?”“早饭!”“早餐!”大家迅速的给出了正确答案。
紧接着，我又问道：“And how do we call the meal we have at noon and in the eveing?”“Lunch!”“Dinner!”“Good!”看来大家对基本的日常词汇掌握的还是很扎实的嘛!每每说道breakfast和lunch这两个词，我都会想到另外一个复合词：brunch。
所以，我趁热打铁：“If you get up late in the morning, maybe at 10 a.m., the meal you eat is called breakfast or lunch or…”我故意拖长了声调，提示大家应该还有另一种答案。
这个时候，大概从来没有遇见过这个问题，大家有些沉默。
几秒钟后，一个男生大声说：“还叫breakfast!”我看着他，带着笑，示意他继续说下去，给我们解释一下。
男生站起来，略带尴尬的说：“我十点起来吃早饭，十二点再吃午饭。
所以应该还是breakfast。
”话音未落，我们所有人，包括他自己，全都心照不宣的笑了。
我冲他点点头，请他坐下，继续引导大家。
我转身在黑板上写道：8:00 breakfast12:00 lunch学生看着黑板迷茫了几秒钟，稍后有几个理解力不错的孩子已经有些悟到什么的样子了。
我用另外颜色的粉笔在第一条横线上写：10:00。
This 2 hours past 8 and 2 hours before 12. This is a time in the middle of the times for breakfast and lunch.之前的课堂上，有跟大家简单的介绍过某些单词是由两个单词复合而来的，有时候是两个单词的完全形式，比如timetable，有时候是两个单词的部分形式的组合，比如说brunch。
大概是受到这种构词法的启发，大家开始议论。
突然听到一个声音：breakfastlunch!有人在笑，也有人在思考：到底对还是不对呢?呃……这个说法……思路倒是没错，到底要怎么引导到正确的路子上呢?我稍稍的皱了眉。
算是灵机一动吧，我学着电视机里李咏的样子，身体前倾，表情庄严，右手伸向说出这个有些复杂单词的同学，用期待的眼神看着他，希望他能够在全班同学面前重复一遍这个伟大的猜想。
当我满怀希望和信心的看着他时，男孩却有些羞怯和不确定的冲我抱歉的摇头。
Well，要将大家的注意力重新转移到我身上来啊!我故意把语速放慢，重复着刚才听到的那个略显荒.唐的单词：“breakfastlunch……”大家看向我，等待着下一步说明：不会真的是这个看起来神马道理都没有的词儿吧?……这是我从大家脸上读出的话。
我转身在黑板上的第二道横线上写道：brunch。
当看完最后一个字母的收笔，几乎全班都恍然大悟的“哦”了一声。
我微笑着看着大家，学生们却把我鼓励的微笑看成了狡猾的得意，纷纷说道：老师，这也太那个什么了吧?这是英语课!中文神马的怎么又随口溜出来了?“Recently, having brunch in the west has already been a fashion. Because sometimes they have to sleep very late and there is no possibility for them to get up at the normal time forbreakfast. And they will feel hungry till lunchtime, so brunch comes out.” 听了我的讲解，对于brunch这个词，大家都有了更进一步的了解，拿起笔在英语报的空白处，记下了这个有趣的新单词下。
记忆单词，一直以来都是令学生头疼的学习项目之一。
找不到合适的方法和渠道让个别学生不得不在听写单词的那个早上，四点半就爬起来“挑灯夜战”。
每每听到这样的话，心里真的不是滋味，觉得自己欠了学生的，没有能教给他们适用的学习方法。
所以，在听了师父以及同组其他老师的课后，对于单词的记忆和讲解有了比以前深刻的认识。
首先要给学生树立一个时时都复习的环境氛围，不能知识学过了就过了，要时时的提起，温故才能知新。
在课文讲授和练习讲解时候，遇到熟悉的单词，顺口就提问相关的搭配和用法，既简洁而且久而久之，学生也能自觉地在遇到熟悉知识时候，举一反三。
由于高中单词量要比初中的大得多，所以单纯的记忆，对学生来说是有困难的，所以将生单词拆分为几个熟悉单词的做法会更加适合我们学生。
构词法的简单介绍，前缀、后缀以及复合词的知识的大概了解，在完成阅读理解题目时，不会因为太多没有头绪的生词而造成过多的障碍。
这对于学生学习和教师教学都是十分有用的方法。
这节课上，通过即时对于基本知识的提问，引申出新的复合词的学习，对于学生来说是有兴趣的，所以记忆的效果也是比较好的。
在后面几次课上，偶尔遇到类似的词，提问起来，八成左右的孩子都会很快的反应出brunch。
对于教师来说，这样的教授方式也是轻松的，少了硬性的规定，多了些即兴的成分。
随时随地的补充知识，扩展知识，从侧面提醒我们的孩子：从生活中学习知识会是有趣的。
高中英语教学叙事二：曾有一位前辈对我说：“备课备不好，倒不如不上课，否则就是白费心机。
”因此，每天我都花费大量的时间在备课之上，认认真真钻研教材和教法，既备学生，又备教法，不满意就不收工。
记得有一课要学习Why don’t you get her a scarf ?这一话题，可是该如何引入这一新的话题呢?我坐在桌前想了半天也没琢磨出一个满意的想法。
于是我打开了电视机想放松一下。
这时电视里正在演一档娱乐综合节目，一群人在那里玩猜一猜的游戏，猜猜盒子里是什么。
“对呀，我也可以让学生们来猜嘛!这个年龄段的孩子正是好奇心重的时候，让他们发挥自己的想象力猜一些他们感兴趣的东西，课堂气氛一定会很活跃的!”于是我快步回到桌前，不一会儿就顺利地完成了这份设计。
然后我又找出了以前朋友送礼物时留下的一个漂亮的礼品盒。
好了，一切准备就绪，就等着明天上课了。
想想明天上课时也许会出现的情况，我情不自禁地笑了起来。
“铃、铃、铃……”，伴随着上课铃声，我走进了教室，将那个漂亮的礼品盒端端正正地放在了讲桌上，然后微笑着环视了一下教室。
有的同学已经在小声议论了，有的则伸长了脖子往讲桌上看。
“OK!第一步成功。
同学们的好奇心已经被我准备的礼品盒给调动起来了。
”我心里暗自想到，“好了，抓住时机，马上开始第二步。
”于是，我拿起礼品和问到:T: Boys and girls, what’s this ? Ss: It’s a box.T: Is it beautiful Ss: Yes!T: Can you guess what is in it ? Ss: Cup.(Books./ Doll./ Camera… ) 课堂气氛一下就活跃了起来，同学们或自己思考，或三三两两讨论，注意力完全被礼品盒牢牢抓住了。
于是，趁大家都在积极思考和讨论的时候，我拿起了礼品盒，准备打开它。
教室里一下就安静了下来，几十双眼睛齐齐地盯着我手中的盒子。
我慢慢的打开了盒子。
“噢?!”孩子们发出了惊呼。
原来盒子里什么都没有。
“老师……?!”孩子们又把疑惑和询问的目光投向了我。
我微笑着看了看他们，说到“Yes. It’s a gift box. But there is nothing in it .I have a problem .My mother’s birthday is coming soon , would you please tell me what can I g et her for her birthday?” 听了我的话，孩子们皱着的眉头和小脸又舒展开来，教室里又重新热闹了起来，大家都在争先恐后的给我出主意。
根据这个年龄段的孩子对任何事情的好奇心都特别重这个特点，我设计时采用了悬疑法，通过一个外表漂亮但里面空空的礼品盒，从我开始讲话之前就牢牢的吸引住了孩子们的注意力，调动起了他们的好奇心，然后步步深入，环环相扣，自然而然的过渡到本单元的主要话题“送礼物”。
这个想法的形成完全是一档电视节目无意间对我的启发，因此，作为一名教师，在日常生活中，我们应该善于观察，善于发现，善于总结，把生活当中的点滴趣事融入到课堂教学中来，只有这样，我们才能使教学更贴近生活，使学习充满生活的乐趣。
高中英语教学叙事三：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，再加上高中生处于强烈追求个性，突显自我的特殊时期，所以能否较为妥善地处理好课堂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。
下面我谈谈在英语教学中一次处理突发事件的案例。
每当期末到来的时候，学生的学习热情就会有所减退。
特别是在教师讲解练习题时，学生有时就会出现注意力不集中的现象。
这学期期末复习阶段，我在班级正讲解翻译练习题。
当我叫一名学生回答翻译题时，他居然站起身，想都没有想就大声地说：“我认为这道题正确答案是D.”这引来了全班同学的哄堂大笑。
然后，所有同学的目光都集中到我这里来，那个答错问题的学生也不好意思地看着我。
我想他们都在想老师怎么处理此事。
于是，我等大家全都安静下来后，不紧不慢地说：“虽然你刚才是所答非所问，但是老师还是能感受到你对我和英语这门功课还有一分热情，我希望你能再多投入一点热情给英语。
同时，受到感动的我也愿意给你更多的关注和帮助。
请坐。
”然后，我又继续讲解练习。
在这节课剩下的半小时里，我欣喜地看到不仅刚才那位上课溜号的同学格外认真地听我讲课，其他同学的注意力也变得高度集中。