Students are stratified. In the teaching process, teachers fully understand the actual situation of students, and combine various testing methods to divide students into three levels according to their knowledge base, learning ability and learning attitude: students with solid foundation, strong acceptance, conscious learning, correct methods and excellent grades are divided into layer A; Divide those who have a medium level of knowledge base and learning ability, are self-conscious, have a certain degree of self-motivation, and have medium grades into layer B; Students with poor knowledge base, poor learning ability, poor acceptance ability, low learning enthusiasm and poor grades are classified as C layer, and different levels of teaching objectives are designed for students of different levels. Hierarchical teaching is an important means of teaching students in accordance with their aptitude under the class teaching system. In the teaching process, according to the different levels of students, make different learning goals:

Grade A: Complete the teaching content in strict accordance with the requirements of the curriculum standards. On this basis, cultivate students' self-study ability and improve A-level students' comprehensive English listening, speaking, reading and writing ability.

Layer B: Grasp basic English teaching and cultivate interest in English learning. Enhance students' self-confidence in learning English and encourage some B-level students to transfer to A-level.

C layer: complete the most basic learning tasks, such as reading words and dialogues and memorizing words. We also encourage some students on the C floor to transfer to the B floor.

Implementing hierarchical teaching in the classroom. Classroom teaching is the main channel to implement hierarchical teaching. Teachers should adjust and combine the contents of teaching materials according to the cognitive level and teaching objectives of students at different levels, and pay attention to the difficulty and gradient of the contents. For A-level students, we should design some flexible and difficult topics, pay attention to cultivating students' thinking flexibility and improve their adaptability. For B-level students, we should give priority to strengthening teaching, attach importance to double-base teaching, and pay attention to mastering basic knowledge and training basic skills. For C-level students, the requirements are low and the gradient is small. The key is to cultivate their interest in learning and establish their confidence in learning. Therefore, the design topic should be simple and the gradient should be small, so that students can taste the taste of success, change from fear and boredom to willingness to learn, give full play to the role of students' non-intellectual factors, and let students enjoy the happiness of success as long as they work hard. During the training, students should do a good job in classroom patrol, give feedback in time, and strengthen the guidance to B and C students. Try to give face-to-face counseling to C-level students after class, actively organize B-level and C-level students to carry out second-class activities, and expand students' horizons and enrich extracurricular knowledge by conducting English song singing competitions. In normal classroom training, A-level students can help C-level students to carry out less difficult exercises and promote the progress of students at different levels through interaction among students.