（合集）英語(yǔ)老師作文4篇
無(wú)論是身處學(xué)校還是步入社會(huì)，大家對(duì)作文都再熟悉不過(guò)了吧，作文是人們把記憶中所存儲(chǔ)的有關(guān)知識(shí)、經(jīng)驗(yàn)和思想用書(shū)面形式表達(dá)出來(lái)的記敘方式。一篇什么樣的作文才能稱(chēng)之為優(yōu)秀作文呢？以下是小編整理的英語(yǔ)老師作文4篇，僅供參考，希望能夠幫助到大家。
英語(yǔ)老師作文 篇1
我喜歡英語(yǔ)，夢(mèng)想著長(zhǎng)大當(dāng)一名英語(yǔ)老師。學(xué)校里，我是英語(yǔ)課代表，平時(shí)喜歡和同學(xué)們用簡(jiǎn)單的英語(yǔ)交談。像“Hello！”“Howareyou？”“Whatareyougoing？”等等。這一次，我的愿望要實(shí)現(xiàn)了。老師留了作業(yè)，讓我們做小老師，教會(huì)家里人。哦也，我歡呼雀躍起來(lái)！
回到家，我把大家召喚在一起。找出鬧鐘，定上時(shí)間，拿出英語(yǔ)課本，打開(kāi)課文《Themap》一課。鄭重地對(duì)他們說(shuō)“今天，我的作業(yè)是要把這一課教會(huì)給你們，大家認(rèn)真完成，謝謝合作啊，拜托！”一邊說(shuō)，一邊雙手合十做鞠躬狀。心想，我容易嘛�！昂�，開(kāi)始上課，先教第一句話‘We……h(huán)ave……a…map……’”這一遍我說(shuō)得很慢。媽媽爸爸悟性最高，學(xué)得最快，其實(shí)我心知肚明，他們是上過(guò)好幾年學(xué)的產(chǎn)物，經(jīng)歷過(guò)學(xué)校大家庭無(wú)數(shù)次的文化熏陶了，自然這點(diǎn)單詞不在話下。
哎，爺爺奶奶可就不同了，我說(shuō)了好幾遍，還是不會(huì)。就在我急得像熱鍋上的螞蟻——團(tuán)團(tuán)轉(zhuǎn)的時(shí)候，突然靈光一閃，我想到了我的同學(xué)，把中國(guó)字標(biāo)在書(shū)上的瞬間。于是，我改變對(duì)爺爺奶奶的教學(xué)方法，說(shuō)道“喂、喊、五、鵝、賣(mài)、坡”哇，他們像著了魔一樣，經(jīng)過(guò)不斷地讀，反復(fù)地練，學(xué)得有模有樣了。哎呀，一節(jié)課的時(shí)間終于要結(jié)束了，為了鞏固練習(xí)，下課之前，我又讓他們各自說(shuō)了一遍，這一次，爸爸媽媽說(shuō)得沒(méi)問(wèn)題，爺爺奶奶的`英語(yǔ)，真真切切的把我們一家逗得前仰后合啦！哇呀呀！
當(dāng)老師真不容易啊，要面對(duì)各種各樣的學(xué)生，但我還是喜歡當(dāng)老師，當(dāng)英語(yǔ)老師，不光能傳授知識(shí)，還能品味教學(xué)的樂(lè)趣，一舉多得�。�
英語(yǔ)老師作文 篇2
Schools should ask students to evaluate their teachers. Do you agree or disagree? Use specific reasons and examples to support your answer.
I think it’s a good idea for schools to ask students to evaluate their teachers. This informs teachers of how students react both to their teaching methods and to them as individuals. Teachers can weigh the criticisms and change what they think needs to be changed. Praise from students is also valuable. It can reinforce teachers’ opinions about how they’re teaching and give them confidence.
It’s also helpful for school administrators to hear what students think about their teachers. It keeps administrators in touch with what’s going on in the school. It also gives them some idea of which teachers effectively reach the students. However, good administrators know that student evaluations need to be reviewed with a keen eye for prejudice and adolescent attitudes. After all, and evaluation is a good way for students to get back at teachers who expect more of them than they want to give.
Evaluating teachers is also a good exercise for the students. They have to organize their thoughts about what they think of their teachers. In that way, they pinpoint for themselves what they expect of those teachers. They begin to understand what they value in a teacher and what is phony or useless. Evaluating their teachers is also a way for students to think about how they would evaluate themselves. Are they working as hard as they should in class? Is that why their teachers are sometimes critical of their work? Isn’t that what a teacher should do—push us to try harder? Thinking about these things can help students do better in class. At the very least, they will understand better what is expected of them.
Student evaluations of teachers also make students feel as if they have a voice in what happens in their schools. It makes them feel as if they’re part of the education process when their opinion is valuedby the administration. Finally, it teaches them responsibility.
Schools should ask students to evaluate their teachers. Do you agree or disagree? Use specific reasons and examples to support your answer.
I think it’s a good idea for schools to ask students to evaluate their teachers. This informs teachers of how students react both to their teaching methods and to them as individuals. Teachers can weigh the criticisms and change what they think needs to be changed. Praise from students is also valuable. It can reinforce teachers’ opinions about how they’re teaching and give them confidence.
It’s also helpful for school administrators to hear what students think about their teachers. It keeps administrators in touch with what’s going on in the school. It also gives them some idea of which teachers effectively reach the students. However, good administrators know that student evaluations need to be reviewed with a keen eye for prejudice and adolescent attitudes. After all, and evaluation is a good way for students to get back at teachers who expect more of them than they want to give.
Evaluating teachers is also a good exercise for the students. They have to organize their thoughts about what they think of their teachers. In that way, they pinpoint for themselves what they expect of those teachers. They begin to understand what they value in a teacher and what is phony or useless. Evaluating their teachers is also a way for students to think about how they would evaluate themselves. Are they working as hard as they should in class? Is that why their teachers are sometimes critical of their work? Isn’t that what a teacher should do—push us to try harder? Thinking about these things can help students do better in class. At the very least, they will understand better what is expected of them.
Student evaluations of teachers also make students feel as if they have a voice in what happens in their schools. It makesthem feel as if they’re part of the education process when their opinion is valued by the administration. Finally, it teaches them responsibility.
英語(yǔ)老師作文 篇3
“ABCDEFG……”自從我開(kāi)始學(xué)英語(yǔ)起，我就特別厭煩英語(yǔ)，每當(dāng)聽(tīng)到跟英語(yǔ)有關(guān)的字母或者是單詞，就心想：“我是一名中國(guó)人，我為什么要學(xué)英語(yǔ)？英語(yǔ)好有什么用？我不一定會(huì)出國(guó)外，而且中國(guó)是我的家！”愛(ài)國(guó)之心是中國(guó)人必須擁有的品質(zhì)精神，那時(shí)候，我總是覺(jué)得，我愛(ài)國(guó)，我不學(xué)英語(yǔ)！
可是，就是因?yàn)槲覐男∮羞@樣的心理，加上學(xué)校一個(gè)星期才兩節(jié)英語(yǔ)課，我的英語(yǔ)只能勉強(qiáng)及格。自從轉(zhuǎn)學(xué)后，我意識(shí)到了一些學(xué)英語(yǔ)的重要性，但是我并沒(méi)有完全領(lǐng)悟，為什么中國(guó)人要學(xué)英語(yǔ)？我的語(yǔ)文和數(shù)學(xué)成績(jī)?cè)诎嗌弦菜闶莾?yōu)秀的，但是因?yàn)槊看斡⒄Z(yǔ)只有60到70分，慶幸的時(shí)候也就是80分左右，但是同學(xué)們的成績(jī)，四分之一都是80分以上，雖然人數(shù)很少，就因?yàn)檫@樣，我的英語(yǔ)成績(jī)遠(yuǎn)遠(yuǎn)落后于一些同學(xué)，每次總分加起來(lái)，我頂多也是個(gè)第二名，這讓我特別惱火，我沒(méi)有去好好學(xué)習(xí)英語(yǔ)，而是更加厭煩英語(yǔ)，對(duì)于英語(yǔ)，只能用一個(gè)字形容——煩！
我尊敬老師，但是唯獨(dú)不尊敬英語(yǔ)老師。這學(xué)期，新來(lái)了一名英語(yǔ)老師，我無(wú)所謂，心想：“教英語(yǔ)都不是中國(guó)人，都一樣，一種人，我何必去理他�！蔽疫@種態(tài)度似乎被老師一眼就看出開(kāi)了，老師從容地說(shuō)：“同學(xué)們，說(shuō)實(shí)話，你們喜不喜歡英語(yǔ)呢？”同學(xué)們啞口無(wú)言，“實(shí)話要實(shí)說(shuō)，我知道你們都討厭英語(yǔ)，成績(jī)都是勉強(qiáng)提上來(lái)的，但只是以前你們死打死背單詞，沒(méi)掌握好方法。而且你們都有叛逆心理�！崩蠋熒酝Ａ艘粫�(huì)兒，說(shuō)道：“也許你們以為學(xué)英語(yǔ)是覺(jué)得對(duì)不起國(guó)家、對(duì)不起父母，但是你們錯(cuò)了，你們知道嗎？以前的英國(guó)統(tǒng)治了世界，即便是現(xiàn)在，連美國(guó)也比不上英國(guó)，如果你們想讓中國(guó)的孩子不再學(xué)習(xí)英語(yǔ)，不是在這里叛逆，而是好好學(xué)習(xí)！要知道英語(yǔ)是主課，會(huì)加到總分里面，英語(yǔ)不好的同學(xué)，即便你語(yǔ)文數(shù)學(xué)再好，總分也是稍遜一籌……”
英語(yǔ)老師給我們講了很多很多，基本上遇見(jiàn)某個(gè)同學(xué)不認(rèn)真聽(tīng)講、或者是不做作業(yè)，都會(huì)講一些故事或者是道理，而我們就像聽(tīng)故事那樣津津有味，這給我們很大的啟示，我們也漸漸不厭煩英語(yǔ)了。
咦？這是什么？電飯煲嗎？才不是呢！這是英語(yǔ)老師給我們帶來(lái)的錄音機(jī)~英語(yǔ)老師說(shuō)：“你們不是一出生就會(huì)寫(xiě)字的，而是靠語(yǔ)言和交流才會(huì)說(shuō)話寫(xiě)字的，英語(yǔ)也是一樣，課前十分鐘我讓你們聽(tīng)一會(huì)兒磁帶，但是，必須要安靜，而且要去思考，我相信你們的成績(jī)會(huì)挺高的，以為只要會(huì)說(shuō)，漸漸的就會(huì)寫(xiě)。”老師還告訴我們：“聽(tīng)力占試卷很多分，所以要學(xué)好聽(tīng)力。而且，要把學(xué)習(xí)當(dāng)作一種樂(lè)趣，而不是負(fù)擔(dān)……”
英語(yǔ)老師從來(lái)不讓我們默寫(xiě)單詞，而是讓我們背單詞，一天背三到十個(gè)單詞，我們覺(jué)得很輕松、也很快樂(lè)。老師要求我們快，還講解了學(xué)好英語(yǔ)用速、效、雅三個(gè)要素(尊敬的老師對(duì)不起，我忘記了。)還講解了這些代表什么，等等，很多很多，我們不知不覺(jué)喜歡上了英語(yǔ)。
英語(yǔ)老師很靈敏。一次出黑板報(bào)，由于一直沒(méi)有畫(huà)好燈籠，我就在英語(yǔ)課時(shí)不時(shí)地往黑板報(bào)看，可是我每次都是在老師轉(zhuǎn)身寫(xiě)英語(yǔ)的時(shí)候才偷偷看的�！傲鑳�(yōu)！”英語(yǔ)老師突然的一聲把我嚇呆了，“你是不是再看后面還沒(méi)有畫(huà)好的.燈籠？我寬恕了你好多次了……”我聽(tīng)著，臉羞紅羞紅的，不敢再回頭看黑板報(bào)……
還有一次，我由于英語(yǔ)練習(xí)沒(méi)錯(cuò)，老師就點(diǎn)名批評(píng)我，其實(shí)也不是批評(píng)，而是說(shuō)讀書(shū)不是為了父母和老師等道理。我很傷心，其實(shí)我不必去傷心，那只是英語(yǔ)而已，學(xué)不學(xué)好無(wú)所謂啊！但是我為什么這么傷心呢？
自從那幾次教訓(xùn)起，我也不知道為什么，每當(dāng)?shù)接⒄Z(yǔ)課，我就異常的認(rèn)真，動(dòng)都不敢動(dòng)一下，坐姿端正，讀單詞或句子的聲音也是最大的，我也不知道為什么，也許是因?yàn)楹ε掠⒄Z(yǔ)老師，也許是因?yàn)闉榱藦浹a(bǔ)以前的過(guò)錯(cuò)。
英語(yǔ)帶給我的那些煩惱都被清風(fēng)帶走了，每當(dāng)英語(yǔ)課聽(tīng)到那些磁帶里發(fā)出的錄音時(shí)，我總是想：“總有一天，我們不用學(xué)英語(yǔ)，而是那些外國(guó)的小孩學(xué)好中國(guó)的語(yǔ)言。而在迎接那天到來(lái)的之前，為了老師對(duì)我們的期望，也為了自己，學(xué)好英語(yǔ)！“
英語(yǔ)老師，我真的很想感謝您！但是，每當(dāng)我看您的時(shí)候，剛剛來(lái)的勇氣卻又沉了下去，或許您已經(jīng)把我列入學(xué)生中的黑名單了，可您還是我心目中的好老師！
我也不知道為什么，我愛(ài)上了英語(yǔ)，每當(dāng)同學(xué)們說(shuō)一個(gè)詞、一句話的時(shí)候，我就會(huì)想，這些言語(yǔ)用英語(yǔ)來(lái)說(shuō)是怎樣的呢？學(xué)英語(yǔ)可以讓自己更自信！我愛(ài)英語(yǔ)，IloveEnglish！
或許是因?yàn)槔蠋煂?duì)我的批評(píng)，或許是因?yàn)槔蠋煹慕虒W(xué)方法，或許是因?yàn)槔蠋熃o我們講的道理。但是，無(wú)論是怎樣，這都是來(lái)自于我的英語(yǔ)老師，他不僅僅傳授于我、于我們知識(shí)，還有許許多多對(duì)我們?nèi)松艽髱椭膯⑹尽?/p>
英語(yǔ)是我曾經(jīng)最討厭的東西，但是我把他們搞混了，我討厭英語(yǔ)而不是老師。而現(xiàn)在卻因?yàn)槲业挠⒄Z(yǔ)老師喜歡上了英語(yǔ)。英語(yǔ)和老師兩者皆不同，一個(gè)是……，還有ing也是……哎呀！又這樣了！英語(yǔ)你完全進(jìn)入我的世界了！
英語(yǔ)不是老師，老師不是英語(yǔ)。英語(yǔ)是給我們學(xué)習(xí)的，老師是來(lái)給我們教英語(yǔ)的，因?yàn)橛幸晃挥蟹椒�，又特別靈敏的老師，使我們?cè)僖淮螌?duì)英語(yǔ)有了重新的認(rèn)識(shí)。
英語(yǔ)老師作文 篇4
People say that the teacher is a fire, lighting our fire; The teacher is the stone step, taking us step by step. The teacher is like a candle, although delicate, but has a heat, emit a light, illuminates others, but exhaust oneself.
The love of the teacher is warmer than the sun, more pleasant than the spring breeze, sweeter than the spring. I have an amiable teacher in my heart.
Her name was zhuang, and the zhuang zi was like a small room, but there was never enough knowledge in it. Zhuang teacher is our Chinese teacher. She is very kind and never loses her temper. In class, the teacher with a smiling face and we speak zhuang, under the class, the students always like teachers and talking and laughing, I gradually understand the teacher, she is becoming more and more deep impression in my mind.
She is a good teacher in my heart, a teacher who impressed me most.
人們都說(shuō)老師是一個(gè)火種，點(diǎn)燃了我們的心靈之火；老師是石階，承受著我們一步一步踏實(shí)地向上攀登。老師像一支蠟燭，雖然細(xì)弱，但是有一分熱，發(fā)出一分光，照亮別人，卻耗盡了自己。
老師的愛(ài)，比太陽(yáng)更溫暖，比春風(fēng)更加和煦，比清泉更加甘甜。我心中有一位和藹可親的老師。
她姓莊，莊字就像一間小小的房間，里面卻裝著永遠(yuǎn)也學(xué)不完的知識(shí)。莊教師是我們的語(yǔ)文老師，她非常和藹，從不亂發(fā)脾氣。上課時(shí)，莊老師用一張微笑的面孔和我們說(shuō)話，下課時(shí)，同學(xué)們總喜歡和老師說(shuō)說(shuō)笑笑，我漸漸地認(rèn)識(shí)了這位老師，她的印象在我的'腦海里越來(lái)越深。
她就是我心中的好老師，一位讓我印象最深的老師。
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