英語老師作文

時間：2026-04-25 23:31:16 英語作文

[通用]英語老師作文

　　在平平淡淡的學(xué)習(xí)、工作、生活中，說到作文，大家肯定都不陌生吧，借助作文人們可以實(shí)現(xiàn)文化交流的目的。那么你有了解過作文嗎？下面是小編收集整理的英語老師作文4篇，僅供參考，歡迎大家閱讀。

[通用]英語老師作文

英語老師作文篇1

　　A great change is now taking place in higher education throughout our country。 Teachers are being held responsible as never before for how well they serve their students。 It has become as common in colleges and universities for students to grade teachers as for teachers to grade students。 In some universities students＇ rating has even become the only source of information on teaching effectiveness。

　　This， however， has caused great controversy。 Some are in favor of the rating system。 They hold that since students attend the teachers classes everyday， they should have their opinion about their teachers＇ effectiveness。 Others， on the contrary， are strongly against it。 They think that students＇ rating is easy to administer and score， but it also is easy to abuse。 They believe that there is much more to teaching than what is shown on students＇ rating forms。 Students should not be expected to judge whether the materials used are up to date or how well the teacher knows about the subject。These judgments require professional knowledge， which is best left for the teachers＇ colleagues。

　　I think students＇ rating of their teachers is necessary， but it should be conducted in a way that can really shed meaningful light on teachers＇ performance。 Instead of rating the teachers＇ knowledge on the subject， students should be asked to estimate what they themselves have leaned in a course， and to report on such things as a teacher＇s ability to communicate with students， his relationship with students， and his ability to arouse interest in the subject。

英語老師作文篇2

　　我喜歡英語，夢想著長大當(dāng)一名英語老師。學(xué)校里，我是英語課代表，平時喜歡和同學(xué)們用簡單的英語交談。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，教會家里人。哦也，我歡呼雀躍起來！

　　回到家，我把大家召喚在一起。找出鬧鐘，定上時間，拿出英語課本，打開課文《Themap》一課。鄭重地對他們說“今天，我的作業(yè)是要把這一課教會給你們，大家認(rèn)真完成，謝謝合作啊，拜托！”一邊說，一邊雙手合十做鞠躬狀。心想，我容易嘛�！昂茫_始上課，先教第一句話‘We……h(huán)ave……a…map……’”這一遍我說得很慢。媽媽爸爸悟性最高，學(xué)得最快，其實(shí)我心知肚明，他們是上過好幾年學(xué)的`產(chǎn)物，經(jīng)歷過學(xué)校大家庭無數(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，我說了好幾遍，還是不會。就在我急得像熱鍋上的螞蟻——團(tuán)團(tuán)轉(zhuǎn)的時候，突然靈光一閃，我想到了我的同學(xué)，把中國字標(biāo)在書上的瞬間。于是，我改變對爺爺奶奶的教學(xué)方法，說道“喂、喊、五、鵝、賣、坡”哇，他們像著了魔一樣，經(jīng)過不斷地讀，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，我又讓他們各自說了一遍，這一次，爸爸媽媽說得沒問題，爺爺奶奶的英語，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，要面對各種各樣的學(xué)生，但我還是喜歡當(dāng)老師，當(dāng)英語老師，不光能傳授知識，還能品味教學(xué)的樂趣，一舉多得�。�

英語老師作文篇3

　　我們班的英語老師也是我們的班主任。

　　他是一個大約四十多歲的中年男子，個子不高，但有著一口渾厚的嗓音，讀起英文來很是好聽。

　　當(dāng)然被分進(jìn)他的班之前，就聽過他的英語教學(xué)很棒�，F(xiàn)在想想，這個好聽的嗓音也是功不可沒。

　　老師平時上課的時候會讓我們先跟讀，之后再自己朗讀，課后再布置一些需要背誦的.片段。

　　有一次，我偷懶沒有認(rèn)真地背誦，結(jié)果課堂上被抽查到，于是放學(xué)后被留堂了。

　　那天被抽查到的好幾個同學(xué)都不會，所以放學(xué)后我們被安排在老師辦公室外先再背誦，等熟練了再背給老師聽，過關(guān)了才可以回家。我自己背誦的時候還可以，可一面對老師就背得磕磕絆絆，好在老師也沒有為難我，終于放我過關(guān)了。

　　還有一次，學(xué)校舉行班級集體歌唱比賽，老師幫我們一起挑歌，而且他自己做指揮，也要先跟著練起來。

　　第一次他在我們面前亮嗓地時候，都把我們給驚艷到了，原來他不僅英語說的好，連唱歌也好聽。

　　做為英語老師，我們大家都很喜歡上他的課，即使課上有抽查也不怕；做為班主任，他帶領(lǐng)我們班拿了不少地榮譽(yù)，我覺得他是一個很棒的老師。

英語老師作文篇4

　　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.

　　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.

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