当我写好一份教案，认真地在脑海模拟几次上课的流程和情景后，我以为那节课可以上的很好了，但事实却不是这样。
When I write a teaching plan, seriously in the minds of several classes of simulation processes and scenarios, it seems to me that the lesson could be very good, but this is not so.
当我写好一份教案，认真地在脑海模拟几次上课的流程和情景后，我以为那节课可以上的很好了，但事实却不是这样。
When I write a teaching plan, seriously in the minds of several classes of simulation processes and scenarios, it seems to me that the lesson could be very good, but this is not so.
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