英语课堂用语集锦（共8篇）
英语课堂教学用语集锦
一、评价学生的表现
That’s true.对。
You’ve done a good job.太棒了。It’s almost perfect.几乎完美无暇。
I think your answer is very useful.你的答案很有用。What you said is meaningful.你说的很有用。Your answer is interesting.你的答案很有趣。
This question is a bit difficult, try to think about it.这个问题有点难，再想一想。
Don’t worry.You still have a chance.别担心，还有机会。Don’t be shy.I’m sure you can do it.别害羞，你肯定行。Don’t be afraid.Take it easy.别害怕，放松点。Nearly.差不多。Not quite.不完全。Not really.不太对。
Sorry, I don’t think you are right.抱歉，我想这不太对。I’m afraid this is wrong.我恐怕它错了。I don’t think so.我不认为这样。
Really? Could you talk about the story a detail? 真的吗？你能再详细说说吗？
I can’t accept this point.我不能接受这观点。Your answer isn’t to the point.你的观点不能切中要害。I don’t agree.我部同意。
It’s much better this time.这次好多了。I agree with your point.我不同意你的观点。I think so.我认为也是如此。This is to the point.切中要害。
Well done.Congratulations.太好了。祝贺你。
二、表达“正确”的短句
Right.Very good.That’s it.Great.A good job.Excellent.Terrific.Exactly.Absolutely right.决对正确。
Completely correct.Sound good.不错。That’s correct.正确。You did good.很棒。That’s funny.真有趣。Good idea.好想法。
You’re great.We should clap for you.棒极了，我们应该为你鼓掌。Don’t give up.Try your best.别放弃，尽你的全力。You did a good job.I admire you for your works.我十分佩服你说的话。
Don’t be afraid.Show your confidence.别害怕，拿出你的勇气。Be confident.自信些。
Don’t lose heart.You can try it again.别灰心，你可再试一次。Think carefully.Don’t leave it to chance.仔细想想不要碰运气。Your answer makes me think another point.你的答案让我想起了另一点。
Great.Who first think of this idea？ 好，谁先想到这个主意的
三、组织课堂教学 Hello, boys and girls!Is everybody here? What’s the matter / wrong with Li Ming? 怎么回事？ Could tell me why / what is the matter? Be quiet, students.Now I’m going to call the roll.请安静，开始点名了。
What day is it today? 今天星期几。What’s the date today? 今天几月几号？
How is the weather today?/ What’s the weather like today? 今天天气怎么样？
What month is it? 几月份？ Who is on duty today? 今天谁值日。
That’s right.I remember now.对了，我记起来了。
You look worried.What’s wrong? 你看起来很着急，怎么回事？ Excuse me, Mr.Zhang.Could I be excused for a while? May I ask for leave? 对不起，张老师，我出去一下好吗？
How is the weather today? How about the weather today？ 今天天气怎样？
Keep silent, I have some good news to tell you.请安静，有好消息。Whose turn is it to clean the blackboard? 轮到谁擦黑板了？ Can you see the blackboard clearly? If not, come up to the front.你们能看清黑板吗？如果不能，向前来一点。
四、语言项目教学 Class begins.Now please open your books and turn to Page 43.Let’s go over what we learned last lesson.Well, look at the dialogue, and let’s practise it once again, shall we?
首先，让我们复习一下我们上节所学内容，好，看这个对话，让我们再练习一遍。
Have finished the exercises which I gave you last time? How about revising them again, OK? 在复习一遍，好吗？ How about another practise on this point?All right? 对于这一要点，我们在复习一遍，好吗？
Now I want some students to retell the story that we learned.Are you ready? Revision is very useful for learning English, So you shouldn’t think it’s boring.复习对学英语十分有用，所以不要厌烦。
Now this is about what we learned last lesson.Are you clear? 这是我们上节课所学内容，清楚了吗？ I’ll check your homework.Answer these questions according to the last lesson.根据上节内容回答我的问题。
Listen to the dialogue once more and complete these exercises.再听一遍并完成这些练习。
Who can talk about the story in your own words? 谁能用自己的话谈论一下这个故事。
Who can recite the text? Hands up, please.Let’s check the answers together.让我们对一下答案。
To let me see if you’ve understood, I’ll ask some questions on this passage.让我看看你们是否已掌握，就这段文章，我要提几个问题。Now I want you to turn to Page 23.What can you see in the picture? What can we know from the picture? Can you say something about the picture? Who can describe the details of the pictures? Say a few words about the pictures.Sum up the picture in a few words.用几句话对这幅画进行概括。Tell us a story with the picture.Now this is something new, Ready to listen.注意听了，下面是一些新内容。
Now listen to me carefully.Make up sentences about the picture.First listen.Then I’ll say it again.What I’ll tell you are the important points today.这是我今天要讲述的重点。
Keep to the points.要抓要害。
Read after me, OK? Repeat!All together.Speak louder, please.Quicker, please.Softer, please.Listen to the tape again, pay attention to the new words.Now we shall do some pair work.Practise this part by yourself.Practise in pairs.First you may use the look-speak method.分组练习首先你们可以使用look-speak的方法。
Now watch me.I’ll do an example,then you will try to make up dialogues in paies.注意看，我要给大家做一个示范，然后你们自己分组练习。
Which group would like to act out this dialogue? 哪一组愿意表演这段对话？
Who can act this role? Any volunteers? 谁愿意担任这个角色？有自愿者吗？
Who’d like to have a try? Hands up, please.Don’t be shy.Try to retell the key points without books.别害羞，脱开书本，试着复述出这些要点。
五、对话课教学
First work in groups to talk about the topic of this dialogue.Look at the picture at the top of this page, please tell me what happened in the picture? Books closed.Listen to the dialogue for the first time and try to fin out: When and where did the conversation take place? I’ll give you five minutes to read the dialogue loud.How many people were mentioned in the dialogue? Now listen to the dialogue once again, then we will practice the roles.Good.Listen again This time you should repeat after the tape.All right.please practise the dialogue in pairs.Which group would like to act out the dialogue? I’d like to call some pairs to practise the dialogue.Who wants to be Nancy? / Who would like to play Mary? Would you like to be Jack? / Would you like to act Jack? / Would you like to act the part of Jack? The rest of you are the audience, OK? Let’s have a look.Jim and Bob are acting out the dialogue.Please make up a similar conversation with these notes.When you practise the dialogue with others , be sure to use your own words as much as possible.I’ll give you some advice.If you want to speak English very well, you must seize every chance to speak and talk in English in and out of class.给大家提点建议，如果想说好英语，你必须抓住任何一个练习的机会，并坚持课内、课外用英语交谈。
六、语法教学
Today we are going to learn an important grammar point.Notice this sentence , what tense should be used here? 注意这个句子，用到了什么时态？
Here we should use the Present Tense.这里我们用到了一般现在时 Who knows the Past Tense and the Past Participle form of this verb? 谁知道一般过去时和这个动词的过去分词？
We should remember the three principe parts of these irregular verbs by heart.我们应当用心记住这些不规则动词的三种形式。
Write down the forms of these verbs and keep them in mind.Do you know the form of this tense? 你知道这个时态的结构吗？ Notice the subject.Here , we should use the Passive Voice instead of Active Voice.注意句子的主语，这里我们应该用被动语态来代替主动语态。Now, change these sentences into Indirect Speech.现在把这些句子变成间接引语。
Can you change this sentence into the Passive Voice? When we change Direct Speech into Indirect Speech, we should pay attention to the changes of the tense, the persons, adverbials of time and place.What part of speech is it? 它是什么词类？
Notice this word, it is a proper noun, so no article is needed.注意这个单词，它是一个物质名词，不用冠词。
This is an abstract noun, but it is used as a common noun here.这是一个抽象名词，在这里用做普通名词。
Is the article in this sentence used correctly? Who can correct the mistake? What article should be used here , “a” or “an”?
This noun is used in a general sense, we must put the indefinite article “a” before it.Could you tell me the plural form of this word? Generally, we should replace nouns with pronouns here.一般说来，这里我们用代词来代名词。
Is this word a countable noun or an uncountable noun?
七、阅读课教学
Today we are going to learn a new text.I’d like to look at the picture on the right.Who can describe it? What can you learn from the picture? What you describe fits the content of the text.你所描述的非常符合文章的内容。Read the text quickly and think about the questions: Why / Where / When / How did the story happen? Don’t worry about the new words, Just try to guess their meanings.Read the text again more slowly and try to answer the comprehension questions.I’ll explain some important language points.Please take out your notebooks and get ready to make notes.我要解释一些语法点，拿出你的笔记本准备做笔记。What does this part / this paragraph describe? What’s the main idea of this passage?
Fill in the following form according to the text.Correct these mistakes in the sentences according to the text.Please read this part carefully and find the topic sentence.请仔细地朗读这一部分，找出主题句。
Notice the topic sentence is usually the first or the last sentence of a paragraph.注意主题句经常是一个自然段的第一句或最后一句。Using the information, retell this part.Here are two similar words.Let’s find the differences between them.这里有两个相似的单词，请找出他们的不同来。
Now open your workbook and complete Exercise One.For the rest of time, please ask and answer the questions with your desk mates about the text.用剩余的时间，同桌间就课文内容进行相互问答。
Listen to the tape carefully.Pay attention to pronunciation, phrasing and intonation.仔细听录音，注意语音，语调和措辞。
八、单词教学
1.Read through these words yourself, according to the phonetic symbols（音标）.2.Who will volunteer to pronounce these words for us? 谁愿意为我们读出这些单词？
3.Listen to the tape and then try it yourself.听录音然后自己读。4.There’s a mistake in your pronunciation.Notice where the stress(重音)is.5.Listen to me carefully and read it like this.6.Don’t be shy.Just open your mouth widely.7.Speak loud and repeat.8.Now watch my mouth, please watch and do the same.9.Notice how my tongue touches my teeth.注意我的舌头是怎么摩擦牙齿的。
10.Read the word clearly and don’t swallow a syllable.把单词读清晰，不要吞掉音节。
11.To read the word, we must roll our tongues（卷起舌头）.12.How many syllables(音节)are there in the word? 13.Try to remember the meaning of this word.14.We can get a new word if we add a suffix(加一个后缀)after it.15.Can you tell me any synonyms(同义词)of this word? 16.What’s another way of saying exam? 17.Can you spell this word? 18.Let me see if there is anything wrong with your spelling.19.The letter “r” is missing.20.Place a letter “s” before this word.在这个单词前加字母s.21.Cross out this letter.Cross off the extra letter “n”.去掉多余的字母n.22.Letter “L” should be capitalized(大写).23.Begin / Spell the word with the small letters.记下这个单词以小写字母开头。
24.Write these letters together.把这些字母写到一起。
25.Read out the words correctly.Don’t add any extra syllable.正确地读出这些词，不要多加任何音节。
26.With the root of this word, take a guess.What is the meaning of this word? 根据词根猜一猜这个单词的意思是什么？
27.What’s another word for the same meaning? 也表达同样意义的另一个词 是什么？
28.What is meant by that word? 那个词作什么解释？
九、听力教学
1.Today, we’ll have a listening practice.You’ll have a conversation between a driver and a passenger.2.Have you finished? Well, I’ll start the tape.3.OK, listen for the first time and finish Exercise One.4.Listen and catch the key sentence.5.Let’s check the answers.First, you can check your answers with desk mate.6.Is there anyone who got full marks? 7.Read your answers aloud, OK? 8.Be careful, I’ll give you the correct answers.9.This conversation is to give you practice in listening for the central idea.10.Listen and pick out the new words.11.Listen carefully and try to catch every sentence.12.Listen and repeat.After that retell the story in your own words.13.Listen to the tape to get a general idea, then write down the information below.14.While listening, you must keep calm.15.When you do listening in the exam, you must first look through all the questions as quickly as possible and try to guess what the passage is about.16.Before listening, think of some possible answers to these questions.17.Listen and catch the key sentence.18.Listen and write down the key points by heart.十、写作教学
1.Today we are going to write a passage on the new High Dam at Aswan.2.Before writing, let’s have a discussion.What subject do you think we should write about in the passage? 3.Let’s have an oral practice first.Work in groups to talk about the topic.4.Read the two notices “Found and Lost”.Learn to write similar notices like them.5.Using these guiding words, write a composition of about 100 words.6.Before you start to write, could you tell me what you are going to write? 7.Before writing, you can make a draft(打草稿)first, then copy it on your exercise-books.8.Work in groups of four.You have read the story of the great written.Now, each of you will write a part of the story.The titles of the four parts are as follows.9.Today we are going to learn how to write expository essays.Write a description of your province.First collect some key information and make a list.今天我们学如何写说明文，写一篇关于我省的介绍文章，首先收集一些关键信息，并列举下来。
10.Write a summary of the story about Bob Geldof.It must cover the following points.11.Don’t forget to put in proper punctuation(标点).十一、试卷及练习解析
1.This lesson, I’ll explain the test.Li Ming, please return the papers to the students.2.Let’s go through these exercises together.3.Look at Exercise One.Let’s check the answers.4.What’s the best answer to Exercise One? 5.Let’s go to the next exercise.They are a bit difficult.6.Make your own.Give yourself one point for every correct answer, and take off a point for every wrong answer.7.Look at the first blank.Which word should be filled in? 8.Lily, could you tell us the correct answer？
9.Look at Number Three.Could you explain why you like this / why you gave such an answer? 10.Do you have any questions to ask? 11.These exercises are common, but very important.So we need to remember them carefully.12.Wen Jing, what’s your opinion of it?
13.Take notes about the exercises which you got wrong and I’ll ask you to see if you got them during the next lesson.做错的要记下来，下节课我要提问看你们是否掌握。
14.Now count up your points and write down your score at the top of the paper.15.Is there anyone who got full marks? Who got only one mark? 16.Focus on(注意)Exercise Three.It is a bit difficult.17.According to the content(根据上下文), which word should be used? 18.We shouldn’t only know How, we should know Why.21.Can you tell me the antonym(反义词)of this word? 22.Something important, we form the noun operation by adding the suffix – tion after operate.词尾加后缀-tion 可得一名词operation.23.This word is a derivative.Can you point out its root? 这是个派生词，你能指出它的词根吗？
24.What does this word mean when the prefix（前缀）is added? 25.When we make sentences, notice that the predicate verb must agree with its subject in person and number.当我们遣词造句时，要留心谓语动词一定要在人称和数上与主语 一致。26.This word is a transitive verb.We can use a noun or noun phrase as its direct object.这是一个及物动词，我们可以用名词或名词性短语直接作其宾语。27.This word is an intransitive verb when it needs an object, don’t forget to put a preposition after it.这是个不及物动词，当它后跟宾语时不要忘了加适当的介词。
28.Notice, need here is the model verb.It takes an infinitive without to.注意need在此是情态动词，后跟不带to的不定式。29.Can you tell the differences between with and by? 你知道介词with 和by之见的不同点吗？
30.What do you know about this preposition? 对这个介词，你了解有多少？
31.Notice the two sentences.Between them, we should add a conjunction.当心这两句话，它们之间应加一个连词。
32.With some proper conjunctions combine these short sentences together.用适当的连词，把这些短句连在一起。
33.Pay attention to the word order of this sentences together.Can you correct the mistake? 注意这句话的语气，你能纠正这个错误吗？
34.Generally, adverbs of time and place should be put at the end of a sentence.一般来说，时间和地点状语常放在句末。
35.Can you tell me the comparative form and the superlative form of this word? 你能给出这个词的比较级和最高级吗？
36.I want you to change the affirmative sentences(肯定句)into an interrogative sentences(否定句).37.There are three forms of the sentences affirmative, interrogative, and negative.句子有三种形式：肯定句、否定句和疑问句。
38.This is an objective clause.Notice the word order.这是一个宾语 从句，注意语序。39.Do you know the present forms(现在式)of this word? 40.Give out the plural form of the nouns.给出下列名词的复数形式。41.We can use proper pronouns to replace nouns for short.为简便，我们可以用适当的代词来替代名词。
42.As we know, news is an uncountable noun(不可数名词)，but tell me what about advice, suggestion and information.42 It was much better.Let’s do it once more.43 Imagine that you were Matilde, what would you say? 44 With these key words try to retell the story.45 If the case happened to you, what else could you say? 如果这种情况发生在 你身上，你还会怎么说呢？
Hold a discussion about the story, let’s see whose idea is the best.让我们讨论一下，看看谁的想法最好？
Pay attention to these complex sentences.I’ll explain them again.注意这些复杂的句子，我要在讲解一遍。
Now, you will have ten minutes.Please write a short passage on this topic.Following what we learned, complete these exercises.根据我们所学的知识，完成这些练习。
Last lesson, we learned some important language points.Now I’d like to see how much you can remember.I’d like some students to retell the story with these key words.I’ll divide the class into groups of four to discuss the problem.You’ll have a few moments to prepare your speech, so you can make a draft first.你们将会有一会儿时间来准备你们的发言，可以先打个草稿。
Go through Exercise 3.If you have any questions, please raise your hand.Now I’ll call out several pairs to ask and answer in front of the class.Please complete the dialogue in your words.According to this paragraph, ask as many questions as you can.Make up a dialogue, using the following as a guide.Be careful, this is something different.十二、听写训练
1.Books closed.Please take out a pen and a piece of paper.Now we’ll take a dictation.2.Are you ready? I’ll start to read.3.First, listen carefully and I’ll read it through.4.Pay attention to your handwriting.Notice the capital letters and the small letters.5.Include the proper punctuation(标点).6.Notice your speed of dictation.7.If you meet some new words, don’t mention them, go on dictating.8.Try to catch the main idea of the dictation.That way, you can finish it much more easily.9.Now I’ll read it for the last time.Go through your dictation.10.Who’d like to read the dictation?
十三、解释标点 1.After this sentence, what mark should be put here? 2.Put the proper punctuation in the sentence.3.Don’t forget to put an exclamation(感叹号)mark at the send of the sentence.4.Is the punctuation used in this sentence correctly? 5.There is no need to put in punctuation.So, we should cross out the comma.十四、教学设备运用
学生学习英语的机会主要是通过课堂教学实现的。在课堂中, 英语教师主要运用英语和学生交流, 用英语来组织课堂、传授知识。因此, 课堂用语在英语课堂中起着举足轻重的作用。恰当的课堂用语能拉近师生之间的距离, 激发学生学习兴趣, 能让整个课堂如行云流水般地缓缓展开, 让师生享受其中。
二、教师课堂用语的种类
1. 评价鼓励型
这种类型见于任何课堂, 是对学生的回答作出的肯定性评价, 或是鼓励学生进行课堂活动时的口语。如:You did a good job./Sounds reasonable./I’m sure you can do it./Why not try it?等, 这种类型具有随机性、灵活性强的特点, 对调动学生积极性、激发学生学习兴趣起着重要作用。
2. 内容分析型
用英语对课文内容进行讲解、概括、推理时要用的一些句子, 如:It means..., in other words..., that is to say..., to sum up..., What’s the attitude of the author towards the phenomenon metioned in the text?What can you infer...?What does this word refer to?What’s the main idea of the text?What may the text be about according to the title?
3. 组织课堂结构型
首先, 可以利用这些句子来复习巩固学过的知识。比如, 在讲反意疑问句时, 课前可以和学生闲聊:
T:It’s a fine day, isn’t it?
S:Yes, it is.
T:I think you are eager to go outing on such a day, aren’t you?
S:Of course.We’re eager to.
再次, 可以用来准备高考中的情景对话。近两年高考情景对话至少占三分, 教师在平时的教学中要注意对这一部分慢慢渗透。如:Where was I? (刚才我讲到哪里了?) How do you find/like the character?What do you like about the story?...
三、教师课堂用语存在的问题及原因
对于教师在课堂用语上存在的问题, 据笔者观察、反思、归纳, 大致有以下几种情况:
1.一些教师有口头禅, 比如, 一位教师有句口头禅是“Do you think so?”每句话后都要说一次, 听得学生疲惫不堪。
2.有些教师忽略学生的课堂反应, 或许也带点“show off”的感觉, 语速过快, 使学生难以理解。
3.有些教师不熟悉学生的基础, 在课堂用语中大量运用学生尚未学过的词汇、句型, 课后仰天长叹遭遇这样差的学生, 而学生此时也无所适从。
4.有些教师课堂用语语气单一;有些过于严厉, 导致学生情绪紧张, 课堂气氛紧张, 严重影响了教学质量。这一点在教学中易被忽视, 如有些教师在课堂上讲话的口气极其生硬, 不用please, 几乎使用清一色的命令句。学生回答错误时, 老师的脸色就不太好看了。长此以往, 学生会对老师及其课堂产生畏惧心理。也有些教师为了鼓励学生, 对学生的回答一味赞美, 答对了, 固然是“Wonderful”, 答错了, 也是“Good”, 这样会产生负面效益, 即学生搞不清谁对谁错。
四、提高教师课堂用语质量的策略
1. 教师应该对学生的实际情况有清楚的了解
教师要考虑中学生的生理、心理及英语语言能力的特点, 要在课堂上仔细观察学生的反应, 注意他们疑惑的眼神, 或用手势、道具帮助理解, 或把较难的单词写在黑板上, 给出中文, 或用简单的单词代替。
2. 教师应特别注意调动学生的积极性
要达到这一点, 要求教师在课堂教学中不但要使用恰当的句型, 而且应注意语音语调的柔和, 并常伴以微笑。“Thank you”这句作为重点推荐, 无论学生答对还是答错, 教师都应对学生积极参与课堂给予积极评价, 即使学生答错, “Thank you all the same”, 能令学生心满意足, 准备第二次回答。
3. 在不同的场合, 应选用不同的课堂用语
巧妙使用课堂用语, 如触景生情、幽默诙谐的话语可以活跃课堂气氛, 激发学生的学习热情。比如在课堂上看到学生A在打瞌睡, 可以说“Look, A is struggling so fiercely with the sleep that I feel pity on him.”讲独立主格时, 学生B在吃零食, 教师可以说“B is eating something delicious.The teacher looking at him hungrily.”通过这些情景, 既提醒了“开小差”的学生, 又给出一个合适的例句 (当然说时要注意面部表情应是善意微笑的, 否则会被该学生误以为在讽刺他) 。
一、英语课堂教师用语的类型及特征
英语课堂教师用语在形式上和内容上都是丰富多彩的，根据其在教学中所起的作用可以分为四种类型：课堂用语、讲授用语、师生交流用语、教师反馈用语。为了达到与学生交际的目的，教师往往把语言简化，使它带有许多英语的特征或其他简化了的特征，语言形式和词汇受制于学生的语言水平，所以复杂的时态、书面语、歧义词句等都应尽量避免使用。
英语教学的重要目的是培养学生运用英语的能力。英语教师用语除像所有学科教师用语具有科学性、启发性、艺术性的功能外，同时还具有以下功能。
1传授性和示范性
教学内容的传授与教师用语的表达是英语课堂教学的重要组成部分。此时英语教师用语除完成教学的传授功能外，它本身还起着语言使用的示范作用，直接影响学生的语言、语感训练，并决定英语课堂教学是否能够达到理想的效果。
2可接受性
在英语课堂教学中，教师必须考虑学生现有的语言水平和能力，他们的接受能力和表达能力，以及学习兴趣和积极性。教师用语要随着学生语言能力的提高而提高，要避免过于盲目和随意，要遵守既符合学生的实际需要又要略高于学生现有水平的可接受原则。
3阶段性
学生学习和习得英语的这一逐渐发展的过程具有阶段性，在语速的快慢、用词量的多少、表达结构的繁简以及语篇的难易掌握上都应体现教学的循序渐进的原则。随着教学进程的发展，在学生语言水平能力可接受的前提下，英语教师应不断增加其课堂用语准度，变换新的内容，激发学生学习新知识、新技能的热情。
4重复性英语教学的单元目标和课时目标要靠坚持重复运用英语教师用语来辅助实现。英语课堂教学的大部分环节都需要反复交代、反复讲解、反复操练，教师要给学生足够数量和强度的刺激，激活学生的注意力，并使学生的注意力保持在某些特定的内容上，从而提高英语课堂教学的效率。
二、英语课堂教师用语的使用现状
许多英语教师在课堂教学的过程中对教学内容及课堂活动的选择、安排较为重视，却对传递教学内容的主要手段——教师用语的了解、准备、策划较为忽视，或者将其简单地等同于英语课堂用语，造成了课堂教师用语的使用存在盲目性和随意性，降低了教学效率，影响了课堂教学质量的提高。
目前，我国大多数英语课堂教学中教师基本上仍然在沿袭传统的教学模式——以教师为中心，教师起示范者和知识传授者的作用；学生只是消极被动地接受发自教师的大量信息。在以教师为中心的英语课堂上，教师用语占去了70％左右的课堂时间，教学主要关注学生语言能力而不是交际能力的培养。在这种用语模式下，教师用语是交流的中心，控制着整个交际过程。课堂中偶尔出现的教师与学生的用语交流往往局限于问答形式，而且是封闭式的问题，或由教师来控制讨论的话题、内容，讨论过程及参加者。由于教师对问题答案预先知晓，就会不断地暗示或引导学生，而学生往往缺少足够的反应时间，把教师的肯定的反馈或正确的答案作为信息交流和交际的终结，停止进一步的思考，进而不能真正习得语言知识和相关信息。而且在此过程中，教师可以随时修正自己的用语，而学生参与课堂活动和发表见解的机会却很少，甚至根本没有这样的机会，结果无法提高他们的理解力和表达力。再者，教师接二连三地给学生输入信息，学生根本无法在大脑中全部储存，这客观上加重了学生的心理负担，造成课堂气氛沉闷，授课效率低下以及语言交际障碍出现等现象。除此之外，在英语课堂上教师的语言水平、提问技巧、反馈策略，以及知识结构等也影响着教师用语的质量。尽管英语教师的师资队伍同以前相比大有改观，但教师用语的质量仍然需要进一步提高。
三、提高英语课堂教师用语质量的对策
1灵活处理教师用语在英语课堂教学中的时间比例在英语课堂教学中应该合理运用教师用语。在有限的课堂时间内，如果教师总是滔滔不绝，那么学生开口的机会就很少，这不利于提高学生的英语运用能力。Gower＆Waiters提出了减少教师用语的几条建议：(1)不要试图表述你所有的意图；(2)不要过多评论你的课；(3)不要认为你必须每时每刻讲究礼貌；(4)除非必要，不要重复你自己的或学生的用语。同时应该注意，英语教师给学生参与交际的机会并不等于让学生用语完全占据整个课堂。在讲授新课时因为涉及新内容较多，教师的讲解也就比较多，即教师用语所占时间稍长；当学生已基本掌握语言和文化知识后，教师则应鼓励学生与教师和其他同学之间就与新课相关的各种话题进行面对面的交谈，从而巩固并掌握所学知识。这样，师生之间出现了角色变换，而这种角色变换决定了教师用语的时间变换。
2注重高质量、高水平的英语课堂教师用语
目前，我国绝大多数英语教师的第一语言是汉语而非目的语，而且其英语水平参差不齐，达不到母语那样地道和流利，课堂教学中常常会出现语际语(mterlanguage)，这在不同程度上影响了课堂教学效果和学生的英语学习。因此，在教师用语中，增加反映目的语特点的、原汁原味的并传递文化信息的英语输入是非常必要的。
英语教师要掌握标准流利的口语，具有过硬的听、说、读、写、译的能力，同时还要注重课堂提问的设计与运用，以及反馈方式和用语的选择与决定。恰当的提问有利于帮助学生解除疑惑、了解重点，有利于增加学生用语时间。教师要注重限定型问题和开放型问题的设计与运用，针对不同水平的学生设计不同难度的问题，给予学生充足的回答时间，促使学生积极思考，并与他人共同合作探讨解决问题的方法以及策略。教师也应抓住时机，采用合适的方法对学生的课堂表现作出积极的反馈。积极反馈比消极反馈更有助于改进学生的行为，促进学生语言能力的发展。实践表明，英语课堂教师用语水平的高低对课堂活动的成功与否至关重要。
3运用多样化的英语课堂教师用语
英语教师用语的言语范围、言语方式、言语风格会很大程度上影响课堂教学效果。教师用语在语速、停顿、语调、重音以及词汇、句法和语篇方式上的多样
化能够适应学生学习中感情变量的需要，增强学生对语言的感受能力和吸收效果。因为学生们不仅是在听教师们讲什么，也在关心教师怎样讲，使用何种语言形式以及如何措辞，而且学生们也极易模仿教师的发音、语调，甚至说话时的神情。课堂教学中的教师用语在发音上应尽量夸张及简化；在语速上应适当放慢，并伴有稍长的和频繁的停顿；在语调上应押韵合辙，琅琅上口，有节拍感；在词汇上应运用基本词汇，并结合近义词的使用；在句子结构上应该使用简单的形式和结构，同时力求呈现方式上也要丰富多彩。例如，教师在用英语表达同一语义时，应该经常变换句型，从而促使学生大脑皮层兴奋，激发学生的兴趣。否则，如果教师总是使用相同的用语，不仅会让学生感到乏味，教师本人也会失去教学的积极性。
4运用饱含情感艺术的英语教师用语
情感艺术是英语教学语言艺术较高层次的表现形式。积极的情感可以激发学生学习英语知识、参与英语交际活动的动机。在英语课堂教学中，师生关系越融洽，配合越默契，越有利于创造一个宽松和谐的语言学习环境，越有利于消除学生学习英语时的消极和焦虑的情绪，越有利于课堂教与学的各项活动的顺利进行，所以教师要注重自己的情感投入，使课堂用语富有独特的感情色彩，让学生听起来既通俗易懂又倍感亲切。另外，教师用语的情感成份应与教学内容和学生的心理、年龄特点保持一致，做到形象生动、幽默诙谐、充满情趣、富有创造性。英语教师可以设法创设各种情境来调节课堂气氛，有效地吸引学生的注意力，激发学生的学习热情，使师生之间产生共鸣，从而取得良好的教学效果。所以，英语课堂教师用语要格调高雅，不失庄重，同时充满感情色彩，富有感染力量。
英语课堂教师用语的使用是一门艺术。在某种意义上，课堂教师用语的质量就是英语教师基本素质的缩影。它在组织英语课堂教学和学生的语言习得过程中都起着至关重要的作用。教师应训练自己的英语表达能力，追求完美的并具有个人特色的教师用语，从而达到理想的教学效果。
参考文献
[1]周星，周韵，大学英语课堂教师话语的调查与分析，外语教学与研究，2002(1)：60-69
[2]Gower，Roger＆Steve Waiters，TeachingPractice Handbook，London：HeinemarmEducationalBooks Ltd，1983：26
[3]赵晓红，大学英语阅读课教师话语的调查与分析，外语界，1998(2)：17～22
● 安全生产事关人民群众的根本利益，关系到改革、发展和社会稳定大局
● 我们的发展不能以牺牲精神文明为代价，不能以牺牲生态环境为代价，更不能以牺牲人的生命为代价
● 把安全发展作为一个重要理念纳入我国社会主义现代化建设的总体战略● 发展经济是政绩，安全生产也是政绩
● 加强安全生产必须标本兼治、重在治本
● 安全生产工作是建设社会主义和谐社会的重要组成部分
● 安全生产是经济发展和社会进步的基础、前提、保障，同时也是企业经济效益的基础、前提和保障
● 坚持以人为本，坚持安全发展，全社会共同建设社会主义和谐社会
● 坚持“安全发展”的科学理念和指导原则，实现安全生产与经济社会发展同步规划，同 步部署，同步推进
● 完善以“安全发展”为核心的安全生产理论体系，进一步凝聚共识
● 全面落实党和国家安全生产一系列方针政策措施，把中国特色社会主义伟大事业推向 前进
● 贯彻落实“安全第一，预防为主，综合治理” 方针，警钟长鸣，标本兼治，重在治本，努力开创生产安全工作新局面
● 推进安全生产源头治本、政策治本，抓紧解决影响安全生产的深层次问题● 全面落实十二项治本之策，切实解决长期以来影响和制约安全生产的实际问题● 建立健全安全生产控制指标体系，纳入政绩和业绩考核，推动政府行政首长和企业法定 代表人两个负责制落实到位
● 落实以“两个主体”和“两个负责制”为内容的安全生产工作基本责任制度● 完善安全生产的指标体系，推动政府安全监管主体责任到位
● 强化企业的激励约束机制，推动企业安全生产主体责任到位
Part 5 交流与互动
一、鼓励
1. 你下次会做得更好。 You’ll be able to do it better next time.
2. 别因此而沮丧。 Don’t be discouraged by it.
3. 智者千虑，必有一失。 Even homer sometimes nods.
4. 没什么可气馁的，别放弃。 There is nothing to discourage．Don’t give up.
5. 如果你努力，就没有什么是不可能的。 Nothing is impossible if you try hard.
6．好好想一想，再试一试。 Think it over and try again．
7. 别紧张，放松。 Don’t be afraid．Take it easy．
8. 来吧，试一下。 Come on and have a try.
9. 我们会全心全意地支持你。 You have our whole―hearted support．
10. 当你遇到困难，我们会帮助你。 We will help you when you get stuck．
11. 我觉得你应该努力争取。 I feel you should fight for it．
12. 振作起来，坚持。 Cheer up and stick to it．
13. 你进步很大。 You have made great progress．
二、建议
1.我需要你的看法。 I need your opinions.
2. 你觉得这个怎么样？ What do you think about it?
3. 我们为什么不把它表演出来呢? Why don’t we act it out ?
4. 为什么不用复数呢?
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Why not use the plural form?
5. 让我们把练习放在后面，好吗? Let’s leave exercise until last, shall we?
6. 让我们总结一下这课，好吗? Let’s summarize this chapter，shall we?
7. 先做阅读练习如何? How about having some reading practice first?
8. 听首歌好吗? What about listening to a song?
9. 我们今天讲新课如何? What if we take up a new unit?
10. 我们现在改变一下话题如何? What if we change the topic，now?
11. 我建议圣诞节我们班演部剧。
I suggest that we put on a play on Christmas Day．
12. 认真研读一下阅读技巧是一个好主意。
It might be a good idea to study the reading skill carefully．
13. 我正等待你有创意的想法。 I’m waiting for your creative idea.
14. 让我们来进行下一活动, 好吗？ Let’s go on to the next activity. OK?
三、请求
1.你介意帮我打开那扇窗户吗？ Do you mind opening the window for me?
2.你能从办公室把它取来吗？ Could you please fetch it from the staff room?
3.你能再试一次吗? Could you please try it again?
4.你愿意把它写在黑板上吗? Would you like to write it on the blackboard?
5.你能打开灯吗? Will you please switch the lights on?
6.你想回答我的问题吗? Do you want to answer my question?
7.谁愿意读课文? Who would like to read the text?
8.你介意重复你的话吗? Do you mind repeating what you said?
9. 你能用这个词组造句吗? Can you make up a sentence with this phrase?
10.你愿意改错吗? Would you like to correct the mistakes?
11.你认为你能在家把它写出来吗?Do you think you could write it out at home?
12. 我想知道你能否在十分钟内完成这篇作文。
I wonder if you can finish your composition within tenminutes.
四、指令
1．就座。 Take your seat．
2．站着别动。 Stand still．
3．坐端正。 Sit up．
4．回到座位上去。 Go back to your seat．
5．坐成一排。 Sit in a row．
6．举手。 Hands up．
7．面向全班。 Look at the class．
8．跟我做。 Follow me．
9．先看我。 Watch me first．
10．跟我说。 Say after me．
11. 别忘了谢谢他。 Don’t forget to thank him.
12. 向你的搭档请求帮助。 Ask your partner for help.
13.我要提问了。 I’ll ask you some questions.
14.请回答问题。 Please answer the questions.
15.你能来回答一下吗？ Can you answer it?
16.请找搭档。 Please get in pairs.
五、劝告
1．你最好把单词和短语背下来。 You’d better learn all the words and phrases byheart.
2. 你应该把试卷再看一遍。 You should look through your test paper again．
3．你应该复习课文。 You should review the text．
4．你应该有个学习的`目标。 You should set up a target to learn．
5．我建议你总结一下成功和失败的原因。
I recommend that you analyze the causes of success andfailure．
6．我建议我们班开个会。I recommend that our class should have a meeting．
7．我的建议是尽可能做好。My advice would be to do it as well as possible．
8．不要浪费你们的宝贵时间。Never idle away your precious time．
9．我想说的是“欲速则不达”。I should say the more haste，the less speed.
10．如果我是你，我不会放弃。If I were you，1 wouldn’t give up．
11. 谁想主动来试试？ Who wants to volunteer?
12. 记住要团队合作。 Remember that it’s teamwork.
13. 谁愿意到黑板上写一下？ Who would like to come and write it on theblackboard?
14. 你最好在下面画横线。You’d better underline it.
六、注意
1. 不要在课堂上发短信。Don’t send text message during the class.
2．注意听我说，并观察我的动作，然后猜词意。
Listen to me carefully and watch my actions，and then guess themeaning of the word．
3．脚下留神。 Watch your step．
4．注意，不要再犯同样的错误。 Be careful．Don’t make the same mistake again．
5．注意你的举止。 Mind your behavior．
6．当心。 Watch out．
7．举步小心。 Watch your step．
8. 眼睛往前看。 Eyes to the front，please．
9．注意力集中。 Try to concentrate now．
10. 小心别伤了手。 Be sure you don’t hurt your hand．
11.注意你的发音。 Pay attention to your pronunciation．
12. 从现在开始要准时。 Try to be on time.
七、劝告
1. 你为什么不尝试一下？ Why don’t you give it a try?
2. 争辩是没用的。There is no use arguing．
3．你不会让我失望吧。You won’t let me down，will you?
4．你这样行不通。 It will get you nowhere．
5．我能说服你改变主意吗? Can I persuade you to change your mind?
6．难道我说服不了你吗? Can’t I persuade you?
7．如果去掉这段会更好些。
It would be better if you cross this paragraph．
8．记住这些不规则动词会更好些。
It would be better if you remember these irregular verbs．
9．我明白你的意思，但是你跑题了。I know what you mean．but you miss the point.
10．理论上，完全可以；但是实践中未必行得通。
That’s all right in theory，but in practice it may not work．
11. 有谁愿意毛遂自荐吗？ Is there anybody who would like toself-recommend?
12. 你能补充些什么吗？ Would you like to add anything to that?
八、批评与责备
1. 你怎么敢这么做？ How dare you do this?
2．你的答案是正确的，但是表达不流畅。
Your answer is correct，but you are not fluent．
3．你做的不错，但是丢了三个词。 You did well．but you missed out three words．
4．你本应该更细心些。 You should have been more attentive．
5．你的卷子中出现太多的问题了，重做。
There are many mistakes appearing in your papers，do it again．
6．你没有必要大惊小怪。 You needn’t have made such a big fuss．
7．你至少要提前预习课文。 You might at least have previewed the text inadvance．
8．你不应该把事情做一半就放弃。 You shouldn’t have left the work half done．
9．不要找借口。 No excuses.
10. 别装作不知道。 Don’t pretend you don’t know.
11. 我怎么跟你说的？ What did I tell you?
12. 这是最后一次机会。 This is the last chance.
九、命令
1. 请停止吧。 Stop doing it， please.
2. 我告诉过你，不要往外看。 I told you not to look outside.
3. 这是警告。 This is a warning.
4．大声朗读。 Read it aloud．
5．随手关门。 Shut the door after you．
6．不要吵闹。 Don’t make any noise．
7．别抄别人的。 Don’t copy others．
8．一定要细心。 Do be careful．
9．现在保持安静。 Do be quiet now．
10．停止说话。 Just stop talking.
11．用自己的话复述这个故事。 Just retell the story in your own words．
12．课上不准交谈。 You are not to talk in class．
13．明天必须交作业。 You must hand in your homework tomorrow．
十、警告
1. 停下你现在所做的事情。 Stop what you are doing right now.
2．别再那样做了。 Don’t behave like that again．
3．快停止。 Stop doing that．
4. 请不要这么做。 Please don’t do that.
5．别得意忘形。 Don’t get carried away．
6．别耍花招儿。 Don’t play any tricks．
7．别昏了头。 Don’t lose your head．
8．现在起，不准打扰我。
From now on there will be no interruption．
9．如果再有一次警告，你就出去。 One more warning and you’re out.
10．这是我最后一次警告你。 This is the last time I am warning you.
11. 给你亮一次黄牌。 A yellow card for you.
12. 你应该受到惩罚了。 You’ll be punished.
十一、评价
1．你非常优秀。 You are outstanding.
2．你们准备得很充分，谢谢。 You are well prepared，thank you．
3．你做的比过去好多了。 You did much better than before．
4. 你很勇敢。 You are very brave.
5．你的英语说得很地道。 You speak idiomatic English．
6．差不多了。 That’s more like it．
7．别担心，没问题。 Don’t worry about it．No problem．
8. 他是一个很乐观的人。 He is a cheerful student.
9．你有很强的组织能力。 You have strong leadership.
10．还有改进的余地。 There is room for improvement．
11. 你们做得非常好。 Everyone did a good job today.
十二、点评
1. 这是另一种有趣的做法。
That’s another interesting way of doing it.
2. 据我认为，教学是一门艺术而非科学。
To my knowledge，teaching is a kind of art rather thanscience・
3.多样性和机动性是讲好课最重要的两点。
I think there are two important points behind a good lesson：varietyand flexibility．
4. 非常别具一格！ This is very unique!
5. 教师扮演的最重要角色是组织者。
The most important role the teacher has to play is anorganizer．
6. 你的做法很有个性。 Your work has such personality.
7.事情总是一分为二的。
There are always two sides to everything．
8. 这是一个不以人的意志为转移的客观规律。
This is an objective law independent of man’s will．
9. 比上不足，比下有余。
It is worse off than some, but better off than many.
10. 言之有理。 It stands to reason．
11. 此话寓意无穷。
There is a world of meaning in this remark．
12.这表示你们做了很多思考。This shows you’ve been thinking a lot.
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2. No, I only wrote her one letter this year. 是的，今年我才给她写过一封信。
3. And her? 她呢?
4. She sent me a Christmas card last year. 去年寄过一张圣诞卡。
5. Oh, that’s not good. 哦，那可不好。
6. Yes, we should try to contact more. 是的，我们应该联系多点。
7. My parents got married in 1 我父母1954年结婚的。
8. Mary gave birth to a baby last week. 玛丽上星期做妈妈了。
9. They’ve been divorced. 他们已离婚了。
10. His wife died a year ago. Now he lives alone. 他妻子去年去世了。现在他一个人住。
11. My aunt will come to live with me for a few days. 我阿姨会来和我住一些日子。
12. John has his own family now. 约翰现在有自己的家了。
13. Do you live with your parents? 你和你父母住一起吗?
14. No. I live in my own house. 不，我住在自己的房子里。
15. Go on for about 100 meters. It’s on your left side. You can’t miss it. 往前走约100米，在你左手边，你不会错过的。
16. Which one is Mr. Jame’s office? 哪间是詹姆司先生的办公室?
17. It’s Room 201 on the second floor. 二楼201房间。
18. Can I use the lift? 我能用电梯吗?
19. Sorry, it’s broken. You have to use the stairs. 对不起，它坏了，你只能走楼梯了。
一、课堂用语的结构——宁简勿繁
1. 避免使用冗长的句子。
如:Well, we make some sentences with the new words and expressionsin the text we learnt yesterday.
2. 避免使用书面语言。
如:This sentence is grammatically wrong.
3. 避免使用复杂的时态。
如:The first part of the text should have been previewed by the end of week.
可以看出, 上述所有列句, 语言结构复杂, 学生听起来很费力, 这样一来必然使学生产生畏难情绪, 从而影响教学效果。
二、课堂用语的形式——多建议, 少命令
课堂用语的形式多种多样, 常用的主要有命令式、请求式和建议式三种。同一内容用不同的表达形式, 所取得的效果会完全不同。如:
Command:Write down these examples for future use!
Request:Willyou please write down these examples for future use?
Suggest:Why not write down these examples for future use?
从以上列句不难看出, 尽管命令式具有结构简单、表意清晰等特点, 但是过多地使用这种形式、这种语气, 容易导致课堂气氛紧张, 师生关系疏远, 不利于调动学生的学习积极性和主动性。若采用请求式和建议式, 则语气比较委婉, 缩短了师生间的距离, 有助于建立融洽的师生关系, 学生能踊跃发言, 大胆地发表自己的见解。
三、课堂用语的选词——紧扣教材, 不断变化
1. 尽量选学生已学过, 不选学生不熟悉的和生僻的词汇。
课堂用语应反映口语的特点, 因此在选词上要注意选用那些简单的、最基本的常用词。如讲语音发音特点时, 要学生注意老师的口形, 我不用“Look at my tip-position”, 而采用“Look at my mouth”。这样可以减轻学生的听课负担, 让学生注意力集中, 容易形成爱学、乐学的英语的氛围。
2. 要随着教学的前进, 不断结合所学知识更新所使用的词。
如要求学生安静时, 开始说“Be quiet!”教了keep后, 我们可以说“Keep quiet!”教了stop后, 我们可换“Stop talking.”这样边教边用, 可以促使学生边学边用, 不断复习巩固所教知识, 启发学生大胆地运用英语, 增强课堂活力, 避免了课堂气氛单调枯燥。
【关键词】高中英语 课堂评价 评价用语 改进策略
课堂评价是指在教学过程，教师以口头形式对学生的学习情况和课堂表现行为做出即时反馈性的评价。课堂评价用语运用得恰到好处，往往可以开启学生智慧，激发学生学习热情，增强学生学习自信心，促进学生有效学习。因此，在高中英语课堂评价过程中，教师要把握语言艺术，讲究评价方法，有效评价，点燃学生学习激情，唤起学生参与学习过程，体验成功的喜悦，培养学生独立思考、分析问题以及解决问题的能力。
一、当前高中英语课堂评价用语存在的主要问题
第一，课堂评价用语过于空洞单调，缺乏针对性。在高中英语课堂教学过程中，教师评价用语过于空洞、单一，缺乏针对性，致使课堂缺乏生命活力，课堂评价流于形式，失去了原有价值。在课堂上，对于学生的表现，其评价方式教师一律是Good、Well、Great，这种笼统概括性的评价方式，缺乏显著的说服力，既无法让学生了解回答中的闪光点和重点，增强学生学习信心，又容易使学生产生审美疲劳，当评价成为了一种敷衍，自然也就难以收到实质性的效果。
第二，课堂评价用语缺乏宽容和鼓励，影响了学生学习热情。在高中英语课堂教学过程中，我们不难发现，当学生无法说出问题答案或回答得不正确时，教师有时会做这样的评价：It seems that you don't know the answer， sit down. / Youre wrong. / It's a terrible answer.这样的评价用语，过于直接冷漠，缺乏宽容和鼓励，容易挫伤学生的自尊心，降低学生敢于回答问题的积极性和主动性，长此以往，会影响学生的学习热情，甚至会让学生产生对英语的抵触和逃避的消极情绪。
第三，课堂评价用语缺乏适当点拨和引导，抑制了学生思维发展。当学生答题思路出现偏差，回答问题不完整全面，或心里有答案却无法及时表达出来时，教师并非给予学生及时的提示、点拨和引导，充足的时间去思考，而是直接要求下一个学生代答，或指出学生的回答是不正确的，再自行宣布正确答案。这样的评价方式，让学生错过了自我反思总结以及体验成就感的机会，同时也错失了帮助学生寻找知识“盲点”，自主构建知识的时机。
二、高中英语课堂评价用语的改进策略
1.注意课堂评价用语的趣味性，激活课堂氛围
幽默风趣的课堂评价用语往往可以化解课堂中学生的尴尬、紧张、不安情绪，促进师生之间积极的情感交流，激活课堂，营造良好的学习氛围。因此，在高中英语课堂教学中，教师在进行课堂评价时，要注意把握评价语言的幽默性和趣味性，打破课堂枯燥局面，营造良好的学习氛围，让学生在愉悦和谐的气氛中受到触动，从而引发学生的情感共鸣，激发学生的学习动机。比如，在教授人教版高中英语必修二Unit 4 wildlife protection时，笔者让学生思考讨论这样一个问题：Do human beings have the right to kill animals？有学生认为：No， we don't. Life is equal and precious， no one has the right to deprive the life of an animal.而有些学生则反对这一观点，认为人并不等同于动物。这时，笔者通过以下幽默故事让学生明白人与动物是平等的，动物也有生存的权利，从而加强学生保护野生动物的责任感，引导学生树立尊重动物和保护野生动物的意识：
Tom's father asked Tom： Tom， What is the difference between zoo and park？ Tom said： Zoo is a place occupied by many kinds of animals， while park is a place occupied by one kind of animals only.
2.注重课堂评价用语的多样性，调动学习热情
教师在进行课堂评价时，要避免使用千篇一律的评价用语，注意评价语言的多样性，多一些表扬肯定，少一些批评指责，让学生在轻松愉悦的学习环境中体验成功的喜悦感，自主掌握知识，提升能力。比如，当教师对学生的回答作充分的肯定时，除了使用单一的Good，Very good用语外，还可需使用Creative ideas，Exactly，Good boy/girl，Wonderful 等富有感情和个性化的赞扬性用语。当学生回答错误时，教师不宜直接否定学生的回答，可通过委婉否定，调动学生英语学习积极性和主动性。如：I'm proud of you for your brave， though not so accurate.当学生语言表达不完整或回答不全面时，教师可以通过部分肯定用语激励学生，唤起学生学习热情。如Creative ideas， it is reasonable， but could you say it in complete sentences？ 同时，教师还可以通过使用激励性的表扬用语，增强学生成就感，提高学生学习信心。如：You made great progress！ I'm are particularly pleased. / You always have interesting ideas. We all want to learn from you！
3.把握课堂评价用语的启发性，拓展思维空间
叶圣陶先生曾说过：“教师之为教，不在于全盘授予，而在于相机诱导。”评价并非是对知识正确与否进行评定，更是对学生学习方法、学习习惯、学习能力的一种引导。因此，教师在进行课堂评价时，要注意把握评价用语的启发性，善于抓住有效信息和资源，巧妙引导，并加以适时适当的点拨和指示，诱发学生积极思考，自主探究、体验、创造，发散学生思维，寻找出解决问题的思路和方法，培养学生英语兴趣和创造性意识，增强学生独立思考、分析问题以及解决问题的能力。譬如，Looking at this topic， what do you think of it？ / After reviewing the text， what have you known about it and what questions do you have in your mind. / Try to give as many answers as you can.
总之，课堂评价用语并非固定，一成不变的，教师应结合具体实际情况加以灵活运用。在实际运用过程中，要注意把握课堂评价用语的艺术性、趣味性、多样性以及启发性，从而激活课堂氛围，调动学生学习热情，拓展学生思维空间，提高教学有效性。
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