第一篇：浅谈中学英语教师课堂话语
浅谈中学英语教师课堂话语
【摘要】教师话语在日常的教学工作中起着至关重要的作用。中学英语教师话语可大致分为两大类，一类是同教学内容直接相关的英语教学话语；一类是同教学内容无关、但起着组织与引导教学作用的英语课堂用语。本文将对这两类教师话语的进行简单的分析。
【关键词】 英语教学话语英语课堂组织用语
【正文】
Nunan（1991）指出，“教师话语对课堂教学的组织及学生的语言习得两者都是至为关键的，这不仅因为教学内容只有通过完美的教师话语的组织与传授才能达到理想的教学效果，而且因为它本身还起目的语（target language）使用的示范作用，是学生语言输入的又一重要途径。” 可见教师话语的质量的好坏往往直接影响与决定教学效果的好坏。
一、英语教学话语
（一）教师的导入用语
导入语是教师讲授课程新内容的导言,是引入课程新内容的第一个重要的课堂教学环节。作为课堂教学的第一步，如果我们能在导入部分成功的将学生带入我们要教学的语言环境中，激发学生的学习欲望与热情，那么这节课我们就成功了一半。导入语既要有趣味性，概括性，启发性，又要融入新知，承前启后。
试比较下列两个以讲解Disneyland的导入语。
例1：
T: This morning I will introduce Disneyland to all of you.After learning, you must tell me what you have learned.Now, turn to Page …
例2：
T:(give students some pictures about Disneyland characters and play the song can you feel my love tonight)
Today we will have a trip to five Disneyland parks in different countries.Are you ready? We will start.相同的话题，例1 的导入古板枯燥，本应该是学生很感兴趣的话题，此时让学生提不起兴趣；例2 则是通过从听觉，视觉上对学生的刺激，又把本课设计成一次旅行，从而激发学生的学习热情。
那么在日常的教学工作中我们面临的教学资源并不都是学生感兴趣的话题，这时导入语的设计更需要我们去花心思。
比较下面两则教写 Found and Lost 的导入语。
例1:
T: Today we will learn how to write Found and Lost.例2：
T:(looks worried, without the text book)I’m sorry but I can’t find my text book, can you help me to find my English book?
例1 选择的是直接倒入，但是枯燥无味，而例2 则是情感式导入，教师配合一定的面部表情和动作，使之与教学内容相协调，充分吸引学生的注意力，调动其积极性。
（二）教师的提问用语
教师的提问是教师在教学过程中的重要组成部分，也是组织课堂教学的重要手段。一次成功的教学离不开教师的提问技巧，如何问、怎么问、什么时候问都需要教师精心设计。可以说英语教师课堂提问的话语形式、内容和质量影响着语言教学的各个环节。
如在学生读完人教版九年级unit12 reading: You’re supposed to write quickly!之后教师设计的几个问题：
1.What’s e-mail English?
2.Where does e-mail English come from?
3.What do these e-mail words mean?BRB, CU2morrow, ASAP, CU, BTW, CUL8r
4.What do you think using e-mail English in a test？Can you tell me the reasons?（Share your ideas with your classmates）
在这四个提问中，前两个属于展示式提问，教师事先已知道问题的答案，这两个问题的设置旨在帮学生检测和评价对所学知识的掌握；第三个问题属于参阅式，是让学生通过回忆文章内容得出答案，目的是进一步引起学生的兴趣；第四个问题属于非回顾性提问，主要是学生通过利用已知的信息进行综合思考，从而形成自己的观点和看法。非回顾性提问属于高一层认知水平的提问，答案具有开放性和多样性，能发散学生的思维。这样又目的地去设置问题，让问题具有层次性，能使各个层次的学生受益。
（三）教师的讲解用语
中学英语教师面临的十几岁的中学生，他们的认知水平有限，又很强得求知欲望与模仿能力，这就决定着中学英语教师的讲解用语要简化准确，尽量避免语法、语用错误，让学生充分了解中西方文化差异。
1.讲解用语的简化准确：简化并不等于平铺直叙，呆板。简化准确的课堂用语能引导学生思辨、分析、推理，我们可以通过设问，类比等多种形式来实现。
2.语法语用的准确：在情景交际中，学生们经常遇到这样的句子：You are so nice on this red coat.而这时学生所选的答案往往是 Don’t say it like that 或者是 just so so.导致这种错误的原因主要是学生将学过的句子运用不到合适的情景之中。
3.对中西方文化差异的了解：这里有一个发生在校园里的真实的例子：圣诞节来了，学生给外籍教师送去了一份包装精美的礼物。外籍教师兴奋地问：“Can I open it now?”学生却不好意思地摇摇头，“No.It’s only a cheap present.”把外籍教师弄得十分尴尬。事实上，外国人收到礼物时，习惯于当面打开，连声叫好并表示感谢。不了解中西方文化的差异导致了出现这种尴尬局面。
（四）教师的反馈用语
这里的教师的反馈用语区别于教师评价用语，在此过程中，教师关心的是回答的内容，而非语言本身。如下面这个例子：
T: Which book do you like best?
S: I like the story book best.T: Why do you like it best?(话语性反馈)
S: Because it’s interesting stories, I can learn something from it.T: It’s exciting.Whom do you usually read the story with ?(话语性反馈)S: Myself.T: Can you tell us a story?(话语性反馈)
S: OK.在以上对话中,教师与学生就学生喜欢的书这一话题在进行交流,这期间教师一共给予三次反馈,反馈中教师没有直接纠正学生话语中的语言错误（it’s interesting stories, I can learn something from it),也没有直接表明学生的回答是对还是错,而是采取提问的方式使得交流顺利进行,最大限度地引发了学生的话语输出。
二、组织、引导教学的英语课堂用语
（一）教师的组织课堂用语
初中英语课的时长大概是40分钟或45分钟，加上初中学生的认知水平有限，在这么短的时间内要有效的完成各教学目标，要求教师的组织课堂及活动的语言必须要简洁明确。
（二）教师的提问等待期用语
教师提问后与学生反应，并回答问题往往有一小段的时间，它一般由教师控制，所以也是教师话语的一部分。在这段时间中，学生对教师的问题进行思考、理解、组织语言这样一个过程，可以说这是一个很重要的过程。M.B.Rowe曾对课堂进行观察后指出：总体来说，教师在指定一个学生回答之时，等待的时间不足两秒，如果三秒后学生还不回答，教师就要干预了，或说出答案，或重复问题，或另请他人。Rowe强调当教师确实有耐心将等到的时间延长至３或５秒，将会有更多的学生更深的参与到课堂中来。在我们日常的教学中，我们应重视这几秒对学生的影响，让更多的学生能参与到课堂中来。
（三）教师的评价用语
教学的成功涉及多方面的因素，适时、正确、灵活地选用评价方式，会对教学成功起到不可忽视的作用。“Good/Very good/Great/Wonderful/Well done/Excellent/ you can do it” 这
是我们常用的鼓励性的话语，但当学生出现了错误，我们应怎样进行适时适当的评价。例如：当学though的用法时，学生造了这样一个句子 Though it is dark, but farmers still work on the farm.例 1 教师直接指出其错误或者由其他学生指出。
例2 教师让各个层次的学生分别造句，并把具有代表性的句子写在黑板上，让学生自己纠正改错，教师给予积极的评价。这样既纠正了错误，又保护了学生的积极性，让学生有继续开口的勇气。
教学语言是经过深思熟虑, 有一定的目的, 给学生心灵震撼和启迪的教育性语言，英语教师的语言是学生所学语言的重要来源, 是学生掌握目的语的关键, 是学生了解目的语的手段，所以我们应当不断提高自身素质, 加强英语基本功的练习，成就学生，同时也精彩自己。
【参考文献】
李维。课堂教学理论，贵州人民出版社，1998
孟春国。中学英语教师课堂提问行为研究，[J] 中小学外语教学 2004年第10期
赵常友。中外英语教师课堂反馈话语比较，曲靖师范学院学报 2008年2月第27卷第2期
第二篇：中学英语教师课堂用语300句
中学英语教师课堂用语300句
第一部分 复习热身(Revision and warm-up)I.课前准备(Preparation for a class)1.Clean the blackboard, please.2.Try to be on time./ Don't be late next time.3.Go back to your seat, please.4.Linda, have you collected the students’ homework? 5.Here are your exercise-books.Please hand them out.6.Monitor, would you please get some chalk for me? 7.I’m sorry I’m late./ Excuse me for coming late.8.Pass me the ruler and help me with the wall charts, please.II.组织上课(Beginning a class)9.Are you ready for class?
10．Class begins./ It’s time for class.Let’s start our class/lesson./ Let's get started.11.Stand up, please!/ All rise, please!III.问候(Greeting)
12.Hello./ Good morning / afternoon, class /everyone /everybody /children/boys and girls.13.Sit down, please./Please be seated.IV.考勤(Checking attendance)14.Who's on duty today?/Who's helping today? 15.Is everyone/everybody here/present? 16.Is anyone /anybody absent? 17.Who's absent/not here/ not at school?/Who's away? 18.Where is he/she? Do you know where he/she is? V.自由对话（Free talk）19.How are you today? 20.Did you have a good weekend? 21.Did you enjoy the holiday?
22.Tell me what you did at the weekend? 23.What day is it today? 24.What's the date today? 25.What's the weather like today? /How’s the weather today? VI.课前演讲（Speech）
26.Who’s going to give us a speech today? Who’d like to tell us a story today? 27.You can choose any topic you like.28.Listen to him carefully then ask and answer questions about his speech/talk.VII.复习（Revision）29.First, let's review the lesson.30.What did we learn in the last lesson?
31.Who can remember /tell me what we learned in the last lesson? 32.Before the new lesson, let’s review some words and phrases.33.Take out your exercise-book.Let’s have a dictation about the words and phrases.34.I’ll ask two students to write the answers on the blackboard.Any volunteer? 35.Who would like to come to the front and write on the blackboard? 36.So much for the dictation.Please hand in your exercise-books.第二部分 新课 New Lesson
I.导入（Lead in）
37.Now it’s time to learn the new lesson.Unit 1 Lesson 1.38.Now we're going to learn something new/ different./Now let's learn something new.39.What’s the title of this unit, please?
40.What do you think we’re going to learn from the title?
II.学习新的词汇和表达方式（Learning the new words or expressions）
41.Now we’re going to learn some new words and expressions.42.Have you previewed the new words? 43.What’s the meaning of the word?
44.Who can explain the use of the word to me? 45.(Give me)An example, please? Can you give me an example? 46.OK.Tell me the differences between the two sentences.47.Can you tell A from B now? 48.Look up the word in the dictionary.49.Can you make a sentence with this word/phrase? 50.Can you say the sentence/phrase/word in another way? III.口语（Speaking）
51.Project your voice so everyone in the room can hear you.52.Show your usual self when speaking English to your classmates.53.Give complete sentences.54.Act in the roles of the two characters in the passage.55.Why don’t you retell the story in your own words? 56.Shall I give you a clue? 57.Sum it up in a few words.58.What can you see in the picture? 59.What else? Anything else / more? Any other things? 60.Look at Picture 1, guess what is going on/ has happened? 61.Who can describe all the pictures in detail again? 62.Well, let’s come to the dialogue in Part II.63.Read the dialogue in pairs, please.64.Practice the dialogue in pairs then act it out.65.Now Tom will be A, and the other half will be B.66.Let’s do a role –play.Who wants to be A? 67.Who wants to act the dialogue out? 68.Make a dialogue using the following expressions.69.Ask and answer questions about the dialogue.70.Make a similar dialogue according to your own real life.71.Complete the dialogue.IV.听力（Listening）
72.It is essential to identity who, what, when, where, why and how of an utterance.73.Listen until you understand all the details.74.Guess the implication from the context.75.This is go give you practice in listening for the general idea.76.Let me give you some key words(difficult words/ new words).77.Listen again and pick out words that you don’t know.78.That seemed a little too fast.79.Can you explain it in your own words? 80.Jot down the main points while listening.81.Listen and mark the answer to each question.82.Now listen to the tape.Before listening, look at the pictures and guess who can play soccer well.83.Before listening, read through the questions in the book.84.Close your books while listening.85.Let’s check the answers.86.Listen again, do Exercise 2, please.87.Listen to the tape again and repeat, then answer more questions.V.阅读（Reading）
88.What’s the title of the passage, please? 89.How many paragraphs are there in this article?
Skimming---Read fast then tell me the main/ general idea of each paragraph.91.Now read the text quickly, and find out the answers to the guiding questions.92.Scanning---Read again carefully, then answer the questions.93.Read carefully;fill in the blanks according to the passage.94.Read it in detail /carefully for the second time, then answer the questions on Page 24 of your workbook.95.Can you tell me the clue sentence?
96.Now read the text by yourself.If you have any questions, please ask me.97.Listen and repeat./Listen and try to follow it.98.Translate this sentence into Chinese./Put the sentence into Chinese.99.Who can guess the meaning of the word in the context? 100.Find out the important words and phrases in the paragraph.101.Find out the difficulties that you don’t understand.102.What does “them” in Line 2, Paragraph 3 refer to according to the context? 103.Look at the key words on the blackboard and retell the text.104.Now who can retell the text according to the table(表格)? 105.Can you predict a good ending for this passage?
106.Paraphrase the sentence, please./Who can say it in another/a different way? 107.What do you think of the article? /How do you like the article? 108.What have you learned from the text? 109.What’s your opinion/idea? VI.语音（Pronunciation）
110.Who can tell me what letter or letter combination（字母组合）makes / i:/ sound? 111.Read it correctly.Pay attention to the pronunciation and intonation.112.Letter “a” here makes an /ei/ sound.113.Read the sentence with a rising /falling tone/intonation.114.How many syllables does this word have? 115.Which syllable is stressed?
116.Pronounce the long vowels long enough.117.Pronounce diphthongs fully.118.Notice the difference between the two consonants.VII.写作（Writing）
119.After learning the text, please rewrite the text within 100 words.120.Shorten the text in your own words.121.Look at the pictures and the words given;write a story with no more than 100 words.122.Write an 80-word passage with the following expressions in ten minutes.123.Have you finished the writing? Finish up? 124.After learning the text, write a new composition with the title of Susan’s Day.Please change the first person into the third person.Pay attention to the change of verb forms.125.The title should be written with a capital letter./ The first letter should be capitalized.126.Always remember to check the punctuation when you check your spelling.127.A comma(period/ full stop/ semicolon/ colon/ exclamation mark)is needed here.128.Begin each paragraph on a new line with an indentation of four spaces.129.Write neatly and carefully.130.Don’t write to the very edge(side)of the paper.131.Don’t always use the same words and phrases in your composition.132.Look up words where you are not too sure in the process of your writing.133.Brainstorming before writing is important in generating ideas.134.This sentence is too long and complicated.Break it(up)into two sentences.135.Focus on the topic sentence within one paragraph.136.You can first give the background information, and then present the theme.137.Organize your thoughts well before you write.138.You will be a proficient writer if you keep practicing.Ⅷ.语法（Grammar）
139.What part of speech is this word in the sentence? 140.Pay attention to the use of form words(function words)/ notional words(content words)in this sentence.141.Pay special attention to the verbs.142.Put the attributive phrases after the nouns they modify.143.Provide the adjective derivative of the word.144.Replace the nouns with appropriate pronouns.145.Analyze the grammar of the sentence.146.What is the subject in the sentence? 147.Think whether it is an object or a subject complement.148.Invert the sentence.149.Find out all the general, special, alternative and disjunctive questions(or tag
questions)in the text.150.Classify the sentences in the paragraph into dimple, compound and complex sentences.151.Transform this attributive clause into a participial phrase.152.Put this auxiliary verb at the beginning of the emphatic sentence.153.Render the direct speech in the passage into the reported speech.154.Let’s look up a new grammar point.155.Explain the difference between their usages.第三部分 练习(Exercises)
156.Let’s go back to the exercises.Please watch the big screen.157.Look at the exercises on Page 46.158.Fill in the missing words.159.Fill in the blanks with proper words.160.Fill in the blanks with the right form of the words given.161.Make the two sentences have the same meaning.162.Correct the mistakes in the following sentences.163.Make sentences with the following sentence patterns.164.Make a dialogue according to the passage.165.Choose the best answer for each blank.166.Rewrite the sentences according to the requirement.167.Turn the following sentences into questions according to the underlined part.168.Make the following sentences into negative ones.169.Turn the following sentences into questions then write them in your exercise book.170.Fill in the blanks with the right verb forms.171.Find the word with a different sound./Find the word which has a different sound from the others.172.Re-arrange the sentences./ Put the sentences in the right order.173.Join the two sentences with proper conjunctions.174.Choose the best answer for the underlined part.175.Complete the sentences according to the Chinese meaning 176.Match the words or phrases.177.Form sentences with the words given.178.Write questions according to the answers.179.Write down the short forms of the following.180.Write down the past and past participle forms of the verbs.181.Choose the right sound of the underlined word.182.Put the following sentences into plural forms.183.Complete the sentences with the past continuous tense.第四部分
其他课堂活动(Classroom activities)I.鼓励(Encouragement)
184.Who would like to answer this question? 185.Who would like to have a try? Any volunteers? 186.Who knows the answer? Please raise your hand if you know the answer.187.Just have a try.It doesn’t matter if you make any mistakes.188.Come on.You can do it.189.Don’t worry.Take it easy!
190.Don’t be nervous!191.Be active!
192.Be brave!
193.No hurry/ Take your time.194.Anything more? Who can say something more about it? 195.Who has a different idea? 196.Use your head.II.组织课堂，提起注意（Organizing class ,Directing attention)197.Look here, please.198.All eyes on me, please!/Look at me, please!199.Don’t look out of the window.200.Attention, please.201.Keep silent.202.No more talking, please.203.Stop making noise.Don’t disturb the others.204.Don’t whisper to each other.205.Watch carefully, please.206.Please look at the blackboard/picture/map...207.Please write neatly.208.Pay attention to your spelling and pronunciation.209.Throw the waste paper away.210.Look at what I'm doing.211.You may do as I do.III.发出指令;询问情况（Issuing a command;Making inquiries）212.Let’s start now./Let’s get started.213.All together, please 214.Let's do it one by one.215.Whose turn is it? 216.It's your turn..217.Who’s next? 218.Hands down.219.Please open your books and turn to Page 1.220.(I beg your)pardon? I didn’t hear you clearly.221.Please repeat it.222.(A little)Louder, please.223.Read slowly and clearly.Slow down, please 224.225226.Go ahead, please.227.It’s better to say it in English.228.You may speak Chinese if you can’t say it in English.229.Tell me the full/short answer, please.230.Put your things away.231.Please take out your notebooks/exercise books.232
233.Are you clear? /Do you understand? Do you catch my idea? 234.What do you mean by that? 235.Are you tired? Let’s take a break.236.Is that correct?
237.Do you know how to correct the mistakes? 238.Are you through? / Have you finished? 239.Do you have any questions? 240.Do you agree with him?
IV.小组活动及游戏(Group work and games)241.Now let’s discuss it in groups.242.Get into groups./ Let’s practice in groups of three / four./ In groups.243.Let’s sing a song to relax(our minds).244.Let’s play a game to relax for a moment.245.Look at them, their actions and guess what they are doing.246.Let’s see if you can guess.I’ll give you an example.247.Work in twos on these passages.248.If you are left alone, you can join any pair(group).249.Could I have this group to provide the answer? 250.Who would like to take the role of Anna? 251.Imagine you are the lady who has lost her bag.252.You can refer to your book when you forget things.253.Let’s give a big hand to them.254.Let me show you how it is done.255.Who hasn’t had a chance yet?
256.Get into five teams of five.257.For each point you score, you will receive a cross on this chart.258.Find all the mistakes in each other’s work.第五部分 评价和小结(Evaluation)
259.Good!/Very good./Good job./Good work./Good example/Nice work 260.Excellent./Great!/Well done./Very good./ Wonderful/Fantastic/ Terrific!261.Exactly/ Perfect 262.I don't think so.263.You’re nearly right, but you'd better...264.That's not quite right, any other answers? 265.That's almost right.266.Not bad./Sounds good.267.Not quite right, can anyone help him / her? / Try again.268.Don't worry about it./ No problem.269.Who can help him with the question, please? 270.Who can correct the mistakes for him? 271.Who can help him out? 272.Good idea!That makes sense.273.Who can summarize this lesson?
第六部分 布置作业(Setting homework)
274.Today’275.Write each word five times.276.Memorize these words, important phrases and sentences.277.Learn these words/these sentences/this text by heart.278.Preview the next lesson.279.Finish off the workbook exercises.280.Review the new vocabulary and structure in this unit
281.Copy the last part of the text.282.Recite the first paragraph of the text.283.Be ready for the test on Friday.284.Review today’s lesson before doing your homework.285.Finish this task before our next session.第七部分 下课(Dismissing the class)286.Time is up.287.The bell is ringing./That’s the bell.288.Let's stop here.289.That's all for today.290.Class is over.291..Goodbye./Bye./See you next time.第八部分 考试（Test）
292.Brush up on the lessons before any test.293.We’ll have a test now 294.Help me hand out the paper.295.Pass the extra paper back to the front.296.Write in pen on the answer sheet.297.Don’t worry, you still have plenty of time to do your work.298.Hand in the paper.299.You must finish it in ten minutes.300.OK/Well, time is up.Hand in your papers, please.Situation 1: Checking Attendance
Suppose one of the students is absent in class, and teacher wants to know what happened on him or her.Make a conversation between the teacher and the monitor.Situation 2: Asking for Questions and Asking Question Create a scene in teaching “What’s your favorite…?” sentence structure.Make a dialogue between the teacher and a student.Teacher asks questions and student answers them either correctly or incorrectly.Situation 3: Encouraging and Commenting
Teacher asks a difficult question and gets no response from the students.Despite of the correctness of students’ answer, try to find ways to encourage the students to answer the questions, and give feed back to the answer.Situation 4: Teaching Pronunciation Make a bilateral activities in English Teaching between the teacher and a student in teaching four front vowels: /i: /, / /, /e/, /
Situation 5: Teaching Vocabulary Make a bilateral activity between the teacher and the students in teaching the following new words “doctor, nurse, worker, teacher, engineer…” to the students.Situation 6: Teaching and Learning Activities and Games Make a conversation between the teacher and the students on calling attention to the tasks, assigning roles and declaring the instructions for games.Situation 7: Teaching singing and chants Prepare an English song or a chant and sing it aloud.
第三篇：浅谈中学英语高效课堂
浅谈中学英语高效课堂
汪东
麦积区向荣学校
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浅谈中学英语高效课堂
摘 要：高效课堂就是要最大程度地发挥课堂教学的功能和作用，即在课堂45分钟内要最大限度、最完美地完成教学任务、达成育人目标，在课堂有限的教学时间内最完美地实现教育教学的三维目标整合，以求得课堂教学的最大效益。高效课堂是一种全新的科学教学理念，是一种理想的教学典范，真正的高效课堂的目的是让师生用最短的时间，获得最大的收获。
关键词：把握教材 课前预习营造学习气氛 反思
一、领悟课标、把握教材是构建高效课堂的基本保障
作为中学英语教师，应该潜心研究新课程标准，研究教材和学生的学习状况。新课标对课程的性质、教学理念和设计思路都做了具体的阐述，具有指导性和可操作性。领悟了新课标精神，可以更好地、更有效率地去指导学生学习，使他们获得最大的收获。
二、课前预习是构建高效课堂的必要前提
明确、具体、全面的教学目标是保证课堂教学实效性的重中之重。在制定教学目标时，可将教学内容分解成一个个具体的目标，首先做到完成每课的小目标，然后完成好单元目标，从而达到最终完成总体目标。在教学中要做到教有目标，学有目标，指导检查也有目标，有的放矢地进行教学。在教学设计、课堂教学中构建有利于学生自主、合作、探究学习的教学模式和空间，促使学生去质疑、去思考、去探索、去发现，要让学生敢说、会说，愿意并善于同他人合作，使学生的头脑不再是知识的容器，而成为被点燃的火把。教学中不但要让学生在知识与能力上得到同步发展，而且在认知与情感上还要得到和谐发展。科学地制订最佳的教学目标，可以实现以最少的教学时间和精力取得最佳的学习效果。构建高效课堂不单单只是依靠教师，除了教师要把这一节课堂的内容把握准
确外，学生也要在课前做好充分的课前预习工作，这样才能在短短的40分钟内，取得最大的知识信息，掌握知识重点，这样学生学着也会越来越感兴趣。所以，在平时教学中，教师也要着重培养学生课前预习的良好习惯，这样课堂教学会变得“因学而教，顺学而导”。
三、营造良好的学习气氛是构建高效课堂的重要条件
在教学过程中，教师不能只是单单地把课本上面的知识“搬到”学生的大脑里面，这样的死板式教学对学生来说丝毫没有兴趣，会导致其厌学，教师的课堂效率也会降低。所以，在教学过程中，教师要从实际出发，巧妙地设计问题，引导学生积极主动地参与进来，激发他们的学习动力，点燃思维火花。例如，在英语教学课堂上，教师可以组织学生表演英语话剧，不仅让学生锻炼了口语，还给了他们上台表演的机会，这对于他们的勇气和自信也是一种锻炼，让他们有一定的成就感，这样会使学生学得愉快，也乐于去学。
自主合作、优质高效课堂是指在教师组织指导调控和目标引领下，以学生自主学习、自主合作、自主展示和自主反馈矫正为基本学习方式的优质高效课堂。它的基本理念是充分相信学生，充分依靠学生，充分解放学生，从而充分调动学生自主学习的积极性，让学生充分感受求知的快乐。教师把课堂上更多的时间还给学生，通过让学生更多地思考，更多地探索，更多地说和做，使教学最大限度地满足学生个体差异，真正实现课堂教学的高质量和高效率。
要建立自主合作、优质高效课堂模式，必须实现教师与学生两个角色的转变：教师必须把习惯扮演的传授者、监控者、主宰者转换成组织者、参与者、引导者、欣赏者，在课堂教学中教师当导演，学生唱主角；学生的学习方式要由过去被动地接受、自我封闭、等老师教转变为自主学习、合作学习、探究学习，这种学习方式增强了实践性与创造性，有利于调动学生学习的积极性与主动性。
在课堂教学中要做到突出重点、突破难点，每一堂课都要有一个重点，而整堂课的教学都是围绕着这个重点来逐步展开的。为了让学生明确本堂课的教学目标、重点、难点，教师在上课开始时首先展示教学目标，以便引起学生的重视。讲授重点内容，是整堂课的教学高潮。教师可以通过肢体语言或应用模型、投影仪、多媒体等直观教具，刺激学生的大脑，抓住学生的眼睛，抓住学生的心，使每一位学生都能兴奋起来，对所学内容在大脑中刻下深刻的印象，产生浓厚的兴趣，提高学生对新知识的接受能力。
四、教学反思是构建高效课堂的必要环节
教学反思是教师自我平价和自我成长的重要途径。任何事情都不是完美的，课堂教学也是如此！每节课并不是都能够有很好的收获。这就需要教师在课下深入的思考、反思。对每一个教学环节的设计和实际是否符合、学生的学习状况是否良好、课堂生成状况等认真总结，找出有规律的东西。在不断反思中学习、成长。
五、在活动实施过程中，还要注意师生关系：
1.要营造良好的课堂教学氛围
学生普遍喜欢那种轻松、和谐的学习环境，喜欢那种接近生活的教学活动。在教学活动中，学生是主体，是教学活动的重心，只有尊重学生，建立民主、平等的师生关系，多给学生思维的主动权和自主发现问题的机会，才能真正落实学生的主体地位，使学生勤奋思考，积极与教师交流，主动去发现问题、摄取知识。因此，教师不仅要吃透大纲、教材，把握重难点，还要建立友好的师生关系和宽松、民主、和谐的课堂教学气氛，因为这是互动教学的前提条件。
2.要重视师生间积极充分的情感交流
“亲其师，信其道”，师生间的情感交流以及由此产生的心理氛围是促进师生积极互动的必要条件。教师把对学生的爱化作一个温柔的眼神、一个会意的微笑、一句暖心的话语，会使学生感到教师的关心、赏识，让学生在心理上产生一种说不出的愉悦和满足，促进他们积极上进，激发他们的求知欲，增添他们的勇气，鼓起他们的自信。反之，如果师生之间的关系紧张，学生就会由厌恶老师进而厌恶学习，即使难度不大或者很有趣的教育内容，也不能引起他们的兴趣。因此，重视师生间积极充分的情感交流显得非常必要。
3.在互动中保持对每个学生都有充分的关注
每一堂课都有每一堂课的教学任务，目标要求。教师要随着教学内容的变化，教学对象的变化，灵活应用教学方法。根据本班学生情况运用恰当的教学方法进行教学，使学生学起来有兴趣，易于接受。
教学方法是形成最佳课堂气氛的重要保证。教学有法，但教无定法。教师要根据教学内容、教学目的、教学对象和实际条件，以及个人的教学风格和特长，确定不同的教学方法，一法为主，多法配合，灵活运用各种手段，最大程度地发挥课堂上每一分钟的作用。在处理知识与技能的关系上，对重点、难点、关键性的知识，要精讲多练，引导学生拓宽思路，广开言路，使课堂气氛既热烈又严肃，让学生在愉快的气氛中，既掌握知识，又发展语言运用能力。在处理新旧知识上，要善于利用已学过的知识来引导学生学习新知识和新技能，同时要善于在学习新知识的同时复习旧知识，使新旧知识相互渗透，形成整体。另外，还要利用直观教具或电化手段来辅助教学，调动学生的多种感官同时运用，强化对所学材料的感知，以提高学生的学习兴趣，加深理解，强化记忆，取得理想的教学效果。对于听力部分，采用激励机制。在教学中，要重视学生的情感、兴趣、注意力、意志等非智力因素。教师可以将班级分组，以组为单位，对每个小组建立听力档案，组长记录学生的听力水平及所取得的进步，每个月公布一次，以激励学生做得更好。口语方面，每次挑选两到三个小组代表发言，使学生养成小组代表发言台前、台后掌声鼓励的习惯。
巧设教学活动，精心设计每一项任务是提高课堂教学实效的保障。教师既要考虑到教学活动的趣味性，又要考虑到实效性。
教学活动要根据教学内容和教学目标来制定，遵循教学规律，本着从易到难、从简到繁、难易渐进、变化激趣的原则，使设置的活动目标明确，形式多样，形成梯度。这样才能确保每一项教学活动都落到实处，不流于形式。
保持对每个学生都有充分的关注是非常必要的。教师在教学活动中不仅要在注重那些思维活跃、性格外向的学生或学习成绩较好的学生，而且对于那些性格内向的学生或学习后进生也要保持足够的关注，多给他们具体的指导和帮助。课堂上 给他们开口的机会，提高他们说英语的勇气。对因心理障碍造成口语表达较差的学生，可以适当降低要求，让他们从简单的英语说起，有易到难；对他们的点滴进步应及时肯定和表扬，使他们获得成就感，产生上进的动力。
4.教师角色的转变
英语互动学是一种以“教师为中心”的教学模式转向以“学生为中心”的教学模式，把教学重点从“教”转为“辅”，即我教你学，转到你学我辅。它还要求每一位教师要很好的去研究学生，研究学生的学习心理。只有对学生的学习心理有了正确的认识，才能把互动教学搞好，把课堂学习变成学生学习的乐园，使学生想学、乐学、爱学，从而达到在“玩中学”和“学中用”的目的。
总之，构建高效有序的英语教学课堂，是符合当代教育发展的一种英语教学理念，建立“以人为本”的观念，通过师生的共同合作，让英语教学课堂焕发出生命的活力，使师生共同成长，共同学习，收获更多的知识！
参考文献
[1]刘丽英 邹晓玲 高校英语专业教学改革探析 [J].实验科学与技术,2006(5)：57-60.[2] 卢佳 教师如何与时俱进——英语课改心得 [J].教育教学论坛，2011（9）：96-97.[3]李茹娥推动课改着力打造初中英语高效课堂[ J].英语广场(学术研究),2012(1):138-139.[4] 李海霞 英语课改中存在的教师问题及对策 [J].教育实践与研究(B),2012(9):17-18.
第四篇：中学英语教师课堂的正能量
中学英语教师课堂“正能量”运用
上海市大团中学徐燕
摘要：身正为范，学高为师，老师的言行举止在潜移默化中对学生产生极为深远的影响，大到世界观、人生观、价值观的形成，小到学习习惯、学习态度的养成。英语教学是一门带有浓厚情感的学科，学生的情感因素是英语教学成功的内驱力，只有调动学生积极的情感因素，激发学生的学习热情，才能提高中学生英语学习的效果。初中阶段的学生们正处于“被塑造”的最佳时期，中学英语教师课堂的正能量会对学生学习效率产生重要影响。关键词：中学英语；正能量；教师 一． 什么是正能量
什么是正能量？科学的解释是：以真空能量为零，能量大于真空的物质为正，能量小于真空的物质为负。而世界心理学大师理查德，怀斯曼认为：正能量指的是一切予人向上和希望，促使人不断追求，让生活变得圆满幸福的动力和感情。二．正能量在英语教学中的现实意义
《中国青年报》曾报道：约有58%的教师自己感到压力过大，经常出现焦虑、强迫症状等问题。30%的教师会因焦虑或情绪低落而上课没精神；18%的教师承认会将烦恼而迁怒于学生，还有14%的教师会因为上课气氛达不到自己的要求朝学生发火。美国著名哲学家，心理学家威廉，詹姆斯的理论认为：情绪与行为之间是互相影响的，正如正能量和负能量也会相互转化一样。英国心理学家安排的一项涉及万人次的大规模研究发现：正能量是可以传播的，人们会感染周围人的情绪。一堂英语课的好坏要受到教师情绪的影响，倘若失去良好的课堂情绪，课堂就失去其精神内涵。英语教师的情绪与课堂的良好教学效果息息相关。英语教师正能量对于学习效果起到积极作用，反之，则起到消极作用。
学生个体良好学习习惯的养成、学习效率的提高，不仅来自于学生的“温故知新”，更来自于教师的“言传身教”以及对“言传身教”的感同身受。在英语课堂上，教师如何身的正能量去感染学生，鼓励激发并不断强化学生的学习兴趣，引导他们逐渐将兴趣转化为稳定的学习动机本人做了以下的尝试。三，教学理念，教学态度的“正能量”
在教学过程中，传统的教学方式下，学生一直处于被动的接受知识的局面，以“老师”和“教材”为中心，学生们不敢提出质疑，迷信权威，只是“机械式”的死记硬背。来到初中之后，词汇量和英语学习的难度有了极大的提高，如果只是单纯的依靠死记硬背的话，完全不能满足英语学校的需要。因此，在教学中，我们应该积极树立全面的新课程改革的教学观念，积极的采取有效的措施。一方面，应该积极发挥学生们学习主体的地位和作用。真正的把教学的主动权还给学生们，让学生们真正的参与到英语学习过程中来，在激发其学习积极性的同时，鼓励学生们独立的学习、自主的学习和探究性的学习，通过自己的探索和努力，不断体验到英语学习的快乐。另一方面，老师还应该建立与学生之间新型的民主关系，老师是教学过程中的主导，学生是教学过程中的主体，两者之间是互相帮助、互相促进的关系，因此，老师要努力的争做学生学习的帮助者、合作者和指导者，建立与学生之前的友好关系，用自己的人格魅力吸引学生，激发学生们学习英语的兴趣。
四，教学方式的“正能量”
现阶段的中学生，处于青春发育的旺盛时期，他们喜欢新奇的、未知的事情，对于“外面”的世界有着极大的兴趣，不喜欢一成不变的东西。针对中学生的这一身心发展特点，我们就应该采用多种方式的教学手段，不断的激发学生们的学习主动性和积极性。新课程改革也明确指出，在教学过程中，应该鼓励学生们自主学习，合作学习和探究学习。在教学过程中，应该结合具体的教学内容，灵活的选择教学方法。比如说，在学习七年级unit9中international food festival这一节课中，完全可以采用小组合作的教学方法：将学生们分成不同的小组，小组之间进行模拟活动的展开，学生们轮流扮演售货员和顾客，通过角色扮演的合作学习，学生们的热情和积极性瞬间提高，很快就熟练掌握了基本句型how much…以及can I help you ,I want…等的使用。这种真实情景,模拟生活的教学方式不仅提高了学生们的积极性，而且锻炼了学生们的口语交际能力。因此，要想提高教学的有效性，必须依照学生的认识水平和教材的知识规律，积极采用多种形式的教学方法，促进教学效率的不断提升。五，教学过程中的“正能量”
找出学生的兴奋点，挖掘出能在课堂上与学生进行交流的语言素材，这些素材最好是与人们日常生活密切相关而且学生感兴趣的材料，学生在讨论时有话可谈。其次要根据这些素材设计交际情境。使堂课在紧凑、轻松的氛围中完成了预期的教学任务，让教师学生的学习正能量得以释放。
我在教授7A Module 2 Unit 7“Signs around us”时，在课堂教学中充分体现了“创设情境，激发兴趣，促进合作”这一原则。在课文引入部分，我先让学生们观看了一组学生常见的图片，学生自然而然明白本节课的主题：Signs（标志）。紧接着让学生欣赏了一段两分钟的视频，欣赏之前先提醒学生：Pay attention to what you will see?带着任务去欣赏，同时然学生愉快且一目了然的区分图片与标志的不同。
在Pre-task这一环节中，我给学生复习了预备年级学过的signs和rules的不同定义，告诉学生了解标志和规则的重要性。然后在屏幕上展示了六幅预备年级学过的交通标志，达到复习巩固的目的，然后让学生做了一个competition在激发学生兴趣的同时达到训练：S1: What does the sign mean?/S2: It means you must … /you mustn’t…/you can…的目的。
在While-task阶段，我紧紧抓住文本中的四个关键单词开展教学，通过Look and read，Match and learn等环节让学生熟悉文本，通过课文的朗读，巩固四个单词的正确发音，了解标志的含义。因此，我在黑板上写下了这些板书，使学生加深印象，为接下来的教学任务做好准备。
adirection sign: how and where to go an information sign: what we want to know a warning sign: what we must not do an instruction sign: how to do sth.然后，通过图片和pairs work的形式让学生练习对话并且表演。在分角色的近乎演绎真实情景中达到巩固句型的目的：
A: What does this sign mean? B: It means: you must /mustn’t ….A: Where can we see this sign? B: In a swimming pool/ In a park /On the road /In the shop/… A: What kind of sign is this? B: It is a(an)instruction/ direction / warning/ information sign.在Post-task阶段，我对整堂课进行了有机的整合，我设计了一个教学任务。让学生们为我们的教室做一个design并且完成一个short passage.先让每组的group leader抽签，如果抽到warning,该组就当堂设计关于warning的标志，抽签之后，学生兴奋不已，为设计独特的标志苦思冥想，呈现出许多有亮点和新意的作品有：图书的标志——多读书；几滴水——提醒接纯净水时要节约；追赶的两人——不要在教室里追逐等，作品富有生活情趣化。学生踊跃的要求在多媒体展示自己的design和passage.通过这个环节不仅让学生不知不觉的完成了他们最头疼最畏惧的作文写作，也让学生潜移默化的进行了一场心灵的情感教育，即改掉平时班级同学的坏习惯。
在学生回答的同时，要予以回应。比如：I agree with you.I like your idea.仅仅一句简单的赞同会让学生心花怒放。在提问过程中老师要允许学生出错，宽容学生的错误。不能动不动生气发脾气，尽可能营造一个和谐的氛围。如果老师总是打断学生讲话来纠正学生的语言或语法上的错误，那么这种帮助只能增加学生说英语的精神负担和压力。教师应在课前准确指导，课后适当纠正，或者让学生在运用中逐步纠正。在美国有很多文盲，可是他们能自由运用英语进行表达沟通。所以我们要改变过去英语教学过于强调语言的准确性，忽视了流利性，导致学生自尊心受挫，不敢开口说英语的弊端。
六，评价方式的正能量
学生进行学习的动力之一就是“兴趣”，同时，兴趣也是孩子们学习的好老师。《新课程标准》明确指出，初中英语教学评价最终目的是激发学生们的积极性与兴趣。初中生自我意识强烈、探索欲旺盛。在教学评价中，要遵循积极、正能量的评价方式。用发展的眼光对待学生，寻找每位学生的闪光点，及时对学生进步给予肯定的评价，学生真正体验到学习英语的快乐与成就感，进一步激发学生的英语学习兴趣。同时多一些多样化鼓励性的话语，例如：good, well down, right, perfect, a good job, smart boy 等等，让学生觉得老师对自己的赞美是独一无二和真心的。少一些绝对性的批评，哪怕有些表达不正确，也不要直接说wrong,可以选择一些中性的回答maybe, that’s a good idea 等。对于他们的错误可以迂回的指出纠正。积极采用课堂内、课堂外评价相结合，老师评价与学生评价相结合，过程性评价与结果性评价相结合等方式，通过激励性的评价，指导学生们良好学习习惯与学习态度的养成。让学生站在客观的角度对自己的学习态度、学习方法薄弱环节、作业完成情况等多个方面进行评价。让学生全面、准确的了解自己，树立学习英语的自信心。结语：
综上所述，本文围绕着初中生的认知规律、发展特点以及新课标的要求，从四个方面：教学理念、教学态度的“正能量”、教学方式的“正能量”、教学过程的“正能量”、评价方式的正能量，详细论述了中学英语教师课堂的正能量对学生学习效率的影响。参考文献：
[1].晏迎新，杨海英，“以学生为中心”教学模式在英语教学中的实践与探索[J].华章，2011（24）
[2].李剑伟，论将动画片融于英语教学,改变传统教学模式[J].学周刊，2011（04）[3].董维维，论视唱练耳教学中的“听、说、读、写”与形象记忆 [J].大观周刊，2011(19)[4].理查德.怀特曼 《正能量》 [5].《新课程标准》
第五篇：中学英语教师课堂用语专场讲座
中学英语教师课堂用语专场讲座 上篇：课堂用语的使用误区
1．交际法教学的核心
口语是基本的语言表达形式。语言教学的中心任务就是培养学生通过听读获得信息，通过说、写表情达意、交流信息。而交际法教学为实现这一任务提供了可能。交际法教学的核心思想是培养学生的交际能力，即培养学生在实际生活中运用英语的能力。这一核心思想在英语教学中具体体现为重视语言的使用，如何恰当、得体地使用课堂用语，对学生交际能力的培养有着十分重要的作用。
2． 课堂用语的使用
首先，教师在使用课堂用语时，应充分考虑到学生的生理、心理及英语能力的特点，使用语言应简单易懂。要达到交际的目的，教师首先要将信息传递给受话者，而不在于语言是多么华丽。语言知识的掌握较易，而语言的活用则难。启发诱导学生时，针对不同年龄的学生，我们应采用不同的课堂用语。其次,教师在使用课堂用语时，应注意设置情景，使用副语言课堂用语，尽量避免使用汉语。这些非语言课堂用语的使用，为教学提供了各种情景和真实的交际场面，有利于创造英语环境，促使学生真接用英语进行思维，增加学生使用英语的机会。第三，在不同场合，教师应选用不同的课堂用语。教师的课堂用语亲切幽默能使学生精神放松、热情高昂，课堂气氛也随之融洽。在使用课堂用语时，教师应特别注意口气要婉转，以创设轻松和谐的气氛，消除或减少学生的紧张情绪。在课堂交流时，教师应避免对学生挖苦讽刺，尤其对那些腼腆内向型的学生，当学生不会回答或答错了的时候，教师应马上讲一些鼓励的话语或简单的方式再问同一问题。老师使用恰当的课堂用语，可以摆脱一些尴尬冷场的局面，使学生重新找回了自信，增强了学习的信心。
3．英语教学课堂用语的误区
教师上课以英语作为与学生交流的主要语言工具，这就为学生营造了一个学用结合的现实语言氛围，有利于锻炼和提高学生的语言交际能力。从这个意义上说，英语教师的课堂用语会直接成为学生学习英语的典范。准确、流畅、符合英语国家的文化习惯，这是对教师课堂用语的最基本要求。英语教师要使用正确恰当的课堂用语，必须努力走出以下几个误区: 误区之一———贬义词的使用过于随意。随意使用foolish, stupid, stubborn,idiot等贬义词容易刺伤学生的自尊心，使学生对教师产生抵触情绪，大大降低了学生英语课堂学习的积极性和进取心。
误区之二———否定词的使用简单生硬。英语课堂教学的双边活动较多，教师应有科学、准确的判断，但使用否定词时不宜过于简单生硬。
误区之三———概括词的使用以偏概全。有的教师发现学生经常迟到,就说“You are always late.”;发现学生拼写错误多,就评论说“You are always careless.”这样的概括用语过于肯定、以偏概全。
误区之四———夸大词的使用名不符实。在英语课堂上应尽可能少用夸大词，教师用语应体现严谨、精当的要求。特别是一些夸大的否定往往会起到不好的作用。
误区之五———命令词的使用事与愿违。课堂教学中教师的主导作用并不等同于要扮演发号施令者，相反，命令口气词语的过多使用会带给学生一种教师居高临下、粗暴专断、不可冒犯的感觉。
作为一名英语教师，如何才能走出这些误区呢？
首先，要树立师生平等互尊的观念。其次，英语教学课堂用语应遵循“以表扬和鼓励为主”的原则，精心呵护学生的自尊与自信。第三，教师课堂用语要字斟句酌，力求精确妥当。
中篇：课堂用语常见错误 / 易混淆的用法
1． 课前的热身练习应称为warm-up，而不是Warming-up，例如a warming-up of the weather.（天气变暖。）
2． “今天的作业是什么？”地道的英文表达为：What are today’s assignments？
3． Revise for the examination.（温书迎考。）注意这里的revise是不及物动词。“复习当天的功课”可译为 “Review the day’s lessons.”
4． A drill in spelling 表示“拼写练习”，注意drill的使用。再如：substitution drill（替词练习），sentence pattern drill（句型操练）。
5． Out of question 毫无问题Out of the question 不可能
6． Take the chair 主持会议take a chair 坐下（Please sit down!只能用在命令淘气的小孩坐下）
7． A hundred and one 许许多多One hundred and one 一百零一
8． She was with a child 她带着一个小孩。She was with child 他怀孕了。
9． They are students of our school 他们是本校的部分学生。They are the students of our school 他们是本校的全体学生。
10． I have lived here for more than a year我在这里已一年多了。（一年又几个月）I have lived here for more than one year我在这里已不止一年了。（可能是两年或三年）
11． Teacher 不能用于称呼。在中小学称呼老师一般用Mr.××/ Miss ××/Ms××等。称呼大学老师一般用Professor××。
12． 在回答 “Would you like to watch a football match?”时，应先作肯定回答，然后委婉谢绝：I’d love to, but I’m busy at the moment.13． 比较地道的问候与回答：Good morning, Miss Chen.How are you?//Very well, thank you, Mr.Lin, and how are you?//I’m very well, too, thank you.14． 放学后，老师对学生说：Can I come to your house tomorrow? 注意用come 而不用go。
15． 老师表扬学生：Your English is very good.学生的回答应该是：Thank you, I’m glad you think so.16． 在教师节时，学生送给老师一束花。老师说：Thank you.It’s beautiful.学生的反应是：I’m glad you like it.17． The followings are some of the main ones to respond to thanks:
(1)You’re welcome.(最常用的表达法)
(2)Not at all.（英国英语）
(3)Don’t mention it.（英国英语）
(4)It’s a/my pleasure.（serve as response to “thank you”for a job well done.）
(5)I’m glad to be of help.（serve as response to “thank you”for a job well done.）
(6)That’s all right.（非正式场合使用）
(7)That’s OK.（非正式场合使用）
18． 学生A不小心撞到学生B，学生A说：I’m terribly sorry.学生B的回答应该是：That’s all right.19． 学生A说：Well, what did you think of his writing.?
学生B：Oh, I thought it is great.Didn’t you think so, Peter?
学生C(Peter认为他写得不好)：Yes, in a way.But I’ve seen better.20． 问：Excuse me, do you know how to answer this question, please?
答：Sorry, I’ve no ideas.21． 问：Do you mind passing this book to me？
答：No, not at all.22． 给人带路时应说：This way, please.下篇：课堂教学用语举例
l.上课(Beginning a class)
(1)Let's start now./Let's begin our class/lesson.(2)Stand up, please.(3)Sit down, please.)
2.问候(Greeting)
(4)Hello, boys and girls/children.(5)Good morning, class everyone /everybody /children/boys and girls.(6)Good afternoon, class /everyone /everybody /children /boys and girls.(7)How are you today?
3.考勤(Checking attendance)
(8)Who's on duty today?/Who's helping this morning/today?
(9)Is everyone/everybody here/present?
(10)Is anyone away?/Is anybody away?
(11)Is anyone absent?/Is anybody absent?
(12)Who's absent?/Who's away?
(13)Where is he/she?
(14)Try to be on time./Don't be late next time.(15)Go back to your seat, please.(16)What day is it today?
(17)What's the date today?
(18)What's the weather like today?
(19)What's it like outside?
4.宣布(Announcing)
(20)Let's start working./Let's begin/start a new lesson./Let's begin/start our lesson.(21)First, let's review/do some review.(22)What did we learn in the last lesson?
(23)Who can tell/remember what we did in the last lesson/yesterday?
(24)Now we're going to do something new/ different./Now let's learn something new.(25)We have some new words/sentences.5.提起注意(Directing attention)
(26)Ready?/Are you ready?
(27)Did you get there?/Do you understand?
(28)Is that dear?
(29)Any volunteers?
(30)Do you know what to do?
(31)Be quiet, please./Quiet, please.(32)Listen, please.(33)Listen carefully, please.(34)Listen to the tape recorder/the recording.(35)Look carefully, please.(36)Look over here.(37)Watch carefully.(38)Are your watching?
(39)Please look at the blackboard/picture/map...(40)Pay attention to your spelling/pronunciation.6.课堂活动(Classroom activities)
(41)Start!/Start now.(42)Everybody together./All together.(43)Practice in a group./Practice in groups./In groups, please.(44)Get into groups of three/four.(45)Everybody find a partner/friend.(46)In pairs, please.(47)One at a time./Let's do it one by one.(48)Now you, please./Your turn(Student's name).(49)Next, please.Now you do the same, please.(50)Let's act./Let's act out/do the dialogue.(51)Who wants to be A?
(52)Practice the dialogue, please.(53)Now Tom will be A, and the other half will be B.(54)Please take(play)the part of...(55)Whose turn is it?
(56)It's your turn.(57)Wait your turn, please.(58)Stand in line./Line up.(59)One by one./One at a time, please.(60)In twos./In pairs.(61)Don't speak out.(62)Turn around.7.请求(Request)
(63)Could you please try it again?
(64)Could you please try the next one?
(65)Will you please help me?
8.鼓励(Encouraging)
(66)Can you try?
(67)Try, please.(68)Try your best./Do your best.(69)Think it over and try again.(70)Don't be afraid/shy.9.指令(Issuing a command)
(71)Say/Read after me, please.(72)Follow me, please.(73)Do what I do.(74)Repeat, please./Repeat after me.(75)Once more, please./One more time, please.(76)Come here, please.(77)Please come to the front./Come up and write on the blackboard/chalkboard.(78)Come and write it on the blackboard.(79)Please go back to your seat.(80)In English, please.(81)Put your hand up, please.Raise your hand, please.(82)Put your hands down, please./Hands down, please.(83)Say it/Write it in Chinese/English.(84)Please take out your books.(85)Please open your books at page...?/Find page.../Turn to page...(86)Please answer the question/questions./Please answer my question(s).(87)Please read this letter/word/sentence out loud./Please read out letter/word/sentence.(88)Please stop now./Stop now, please./Stop here, please.(89)Clean up your desk/the classroom, please.(90)It's clean-up time./Tidy up your desk/the classroom.(91)Put your things away./Clean off your desk./Pick up the scraps.(92)Clean the blackboard.(93)Plug in the tape-recorder, please.(94)Put the tape-recorder away.(95)Put the tape in its box/cassette.(96)Listen and repeat.(97)Look and listen.(98)Repeat after me.(99)Follow the words.(100)Fast./Quickly!/Be quick, please.this
(101)Hurry!/Hurry up, please.(102)Slow down, please.(103)Slowly.(104)Bring me some chalk, please.10.禁止和警告(Prohibition and warning)
(105)Stop talking./Stop talking now, please.(106)Don't talk./Everybody quiet, please.(107)Don't be silly.(108)Settle down.1l.评价
(109)Good, thank you.(110)Good!/Very good./Good job./Good work./Good example.(111)A good answer./Nice work.(112)Excellent./Great!/Well done./Very good./I like the way you...(113)That's interesting!
(114)Don't worry about it./No problem.(115)OK!/That's OK.(116)I don't think so.(117)That's not quite right, any other answers?/That's close./That's almost right.(118)Not quite, can anyone help him/her?/Try again.(119)A good try.12.布置作业(Setting homework)
(120)For today's homework...(121)Practice after class./Practice at home.(122)Say it out loud, before you write it down.(123)Copy/Print/Write each word twice.(124)Remember/Memorize these words/sentences.(125)Learn these words/these sentences/this text by heart.(126)Do your homework./Do the next lesson./Do the new work.13.下课(Dismissing the class)
(127)Hand in your workbooks, please.(128)Time is up.(129)The bell is ringing.(130)There's the bell.(131)There goes the bell.(132)Let's stop here.(133)That's all for today.(134)Class is over.(135)Goodbye./Bye./See you next time.
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