初中课堂用语英语

Hi , Yes , Thanks , I agree with you ,Pardon ,May I ask you a qusetion? ... 其实也用不了多少的,用的都很简单

买本书，可能更加实际吧，

中学英语教师资格证试讲常用课堂用语 一、打招呼（Greetings）、导入环节 老师学会主动与学生打招呼，是老师了解学生的方式之一。也是拉近师生关系的基本交流方式。这样的交流方式，容易增添学生对老师的好感，让学生愿意敞开心扉和老师交流。A good beginning makes a good ending. 一个好的开端能够为老师教学奠定良好的基础。 参考用语： Good morning/afternoon, class./boys and girls. It's so nice/I'm so happy to see you again. Good , you look great/ wonderful today. How's it going？ How are you (today)? You look so happy, any good news? It’s time for class. OK, class/ boys and girls , are you ready to have class/begin? Let’s begin/begin our lesson. Stand up, please! Are you all well this morning? Well, did you have a good weekend? Did you enjoy the holiday? Well, what did you do yesterday evening? Tell me what you did at the weekend? 二、指示 /课堂教学（Direction/Teaching） 在组织课堂教学时，教师使用的指示语和演示语要避免过长和含糊不清，要力求简洁、清晰并且和蔼、可亲，避免过于生硬。例如： Now class/ boys and class, class begins. Today, we're going to learn … Now, open your books, please. Turn to page ... Now, class/ boys and girls/ children, please look at the blackboard/picture/your books/ page five. Please read the … together. One, two, three, go! Now, let's sing the song… together. Now, let's enjoy the song from the tape. Well, let's go on. Please look at page … This time, you do it one by one. Now, listen to the tape. Now, listen to me, please. Now, I'll read the …, please follow me. Now class/ boys and girls/ children , read after me/ the tape. Follow me, please. Just follow me, class . Yes, please. (To answer “ Let me try or let me answer the question ”) Please show me how well you can do/ read it. Speak louder, please． Once again, but louder, please． Again, Slowly． One more time． Come to the front, please. / … please come to the front . Thank you. Thank you. Please go back to your seat. Thank you. You can go back now. It's your turn, Sue. OK, class/ boys and girls/ children , please stand up. Please sit down. Please do it now. OK, go! Please work in pairs/ in groups/ individually/ by yourselves. Now, class/ boys and girls/ children, write/put the Chinese/English under/next to each word/picture. Now, let's do the exercise. Now, class/ boys and girls/ children, find a partner and role-play the conversation. Work with your partner and answer the questions. OK, class/ boys and girls/ children, time is up. Please stop working/ talking now. Please stop here. Now, break time. Let's have/ take a break. Good class/ boys and girls/ children, be quite, please. Now class/ boys and girls/ children, here's your homework. Please do … and … Don't forget your homework. It's … on page …, …on page… Just listen, Don't repeat． Listen with your books closed． Listen carefully and do what I say． Listen to my question first． Say it with me． How do you spell "flower"? Look at the picture and tell me what you see． What do you call this in English? What does ... mean? What's the opposite of "happy"? Read it silently． Let's do a role play． Who wants to be Mr. Green? Do you want to be Mary or Mark? Let's read the text aloud． Write it on the blackboard． Copy the new words． Take out a piece of paper, please． Take out your book(s)． One card for each group． Can you share with Jack, please? You may look at your book this time． Has everybody got a copy? Can you find the right page? Do you know where we are? Turn back to page 21． Do you understand? Do you know what to do? Any questions/ problems? Is everything clear? Are there any questions? 三、组织课堂活动（Organizing classroom activities） Now, let's play a game． Today, we are going to play a new game． This time, we're going to do a guessing/ counting/ spelling game． Let's act out our play! Let's sing a song． First, let's just listen to the tune． Sing along with the tape． Do it yourself． Work on your own． Find a friend / partner． Work (together) with your friend/ partner． Work in pairs． Do it in pairs． You two work together． Henry, turn around and work with Mary． Has everybody got a partner? Get together in groups． Work in groups． Work in groups of four． Let's do some group work． Let's make two teams． Now, I'm going to divide you into three groups． Let's start/ begin! One, two, three, go! Ready? Go! You have two minutes． Finish it in one minute． One more minute． Let's do it all together． Whose turn is it? Let's move to the next one． Who hasn't got a chance? Finished? Let's stop here． It's time to stop． Time's up． Any volunteers? Anyone else? Does anyone know the answer? Could somebody tell me the answer? Who'd like to try first? Who wants to be the teacher? Who can tell me the answer? Who wants to go first? Could you come to the front? 四、反馈语（The feedback language） 反馈语是课堂教学活动的重要组成部分，是教师评价和评估学生课堂表现的重要手段，也是推动教学活动进展的有效方法。对学生英语学习的评价现在提倡多种方式和多元化。这其中反馈语是教师对学生课堂表现的一种评价方式。教师要注意树立评价意识。不仅要对学生课堂上的学习表现给予评价，对学生情感、态度的表现都应通过评价给予鼓励，达到激励学生的目的。 在使用语言行为评价时教师要注意语气和目光的注视，使学生对老师的表扬和肯定感到真切。 反馈语可分为肯定式评语、参与式评语和启发式纠错。 （1）肯定式评语 教师在使用肯定式评语对学生的课堂表现进行肯定和表扬时，一定要让学生感到老师是在由衷地夸奖他。要避免敷衍和流于形式。不要滥用‘Good’。有的老师过多地单一使用 ‘Good’ 评价学生的表现，很难使学生从中受到激励，激发学习的积极性。 参考用语： Not bad. Thank you. (I'm sure you can do better next time.) Good！Thank you. (I could see you've practiced a lot.) Good boy/ girl . That's a good answer. Thank you. Quite good! (I really appreciate your effort.) Very good！(I really enjoy it.) Great! (You did a good job.) Excellent! (Let's give him/her a big hand!) Wonderful！(I'm so proud of you.) Well done! (Good boy/girl.) Your answer is very good! (I admire your work.) Nice going! (You make a great progress.) 对学生有创意的、创新的思维火花及灵感，发言中的闪光点的肯定，可以使用以下的用语： What a bright idea! Thank you. That's a great answer. （I really like it.） You did a good job! (We're so proud of you!) Good point! (I really enjoy it.) Good job! （I'm very pleased with your work.） Smart! (What an adorable baby!) Perfect! （You're very professional.） You are such a smart boy/girl! You got sharp eyes/ears. I couldn't believe my ears！ Brilliant! Terrific! Excellent! Amazing! Fantastic! Marvelous! You've done it much better this time． You've made a lot of progress． You've progressed a lot． You've improved a lot． I hope you will do better next time． Take it easy． Don't worry, It doesn't matter． Don't be shy． Don't be afraid of making mistakes． That's OK, No one is perfect． Take a guess if you don't know． You can do it． Come on! Have a try. Take your time, Try it one more time. （2）参与式评语 在采用学生之间互相评价的手段时，教师要注意不要拿学生跟别人比，要拿学生同他自己比。教师可以说：同学们说某某同学说得好不好呀？进步大不大呀？ 在让学生参加评价时可以使用疑问和反意疑问句： Is it good? Isn't it a good answer? Do you like his/her answer/reading? Did he/she do a good job? That's a fantastic answer, isn't it？ He/she did an excellent job, didn't he/she? (3) 启发式纠错 当学生犯错误时，教师要避免使用否定的评价语言，要给他们可能获得成功的机会，鼓励他们，保护他们的学习积极性。 如： That's very close. Go on! It's almost right. Try again, please. Come on! Think it over. I'm sure you can do it. I'm sure you can do it if you really try. (See? You did it really well.) Sorry, I'm sure you can do it better next time. I'm sorry. Would you like a second try? /Would you like to try again? Not bad. Go on, please. Come on, It's very close. It doesn't matter. I'm sure you can do it better next time. （4）非语言评价及策略 非语言评价—既运用手势，表情（眼神、面容、微笑）及其他肢体动作语言（body language） 来对学生的学习进行的评价。在使用语言行为评价方式的同时注意非语言评价方式的使用可以加强评价效果。 方式和策略： ① 微笑加语言。 ② 用力点头---是一种肯定。 ③ 惊讶的表情 + 可表示赞赏。 ④ 竖起大拇指，可表示一种高度的赞赏。增强自信心，获得成就感。 ⑤鼓掌---当学生任务完成得出色时，教师可鼓掌表示赞扬。也可以号召学生一起鼓掌。掌声可以使人产生成就感，增强自信心。 五、课堂结束语（Saying goodbye） 课堂教学结束时教师需向学生宣布，并向学生道别。 OK, class/ boys and girls， that's all for today. I'll see you next time. Let's call it a day today. I'll see you the day after tomorrow. Alright class/ boys and girls/ children. We'll stop here today. We'll end up the class now. Class is over. Have a good weekend! Have a nice day/ weekend/ vacation! Wish you a good weekend.

初中英语课堂用语

导语：课堂教学用语是知识的主要物质载体之一，是师生信息沟通的重要渠道，是联系师生情感的重要纽带。英语作为一门全新的语言，对学生而言本身就是一个挑战。再加上缺乏英语语言环境，规范英语课堂教学用语显得尤为重要。教师应尽量使用英语组织教学，营造一个良好的语言学习环境。

一、正确地运用课堂用语

在课堂教学中，有经验的教师能够按照教学对象的水平组织自己的语言，尽量使用学生已学过的词汇和句型，一般不随意使用复杂的词汇和句型。因此，初中英语课堂用语应力求简短易懂、地道得体。教师用英语组织教学时，应做到语音准确，音量适当，音速快慢适中，音调抑扬顿挫，使学生听起来感到优美、生动、悦耳，有利于形成英语气氛浓厚的课堂。

指论性词语在英语课堂教学中出现得较多。如(1)由学生行为引发的指令语：“Sitdown”“Lookattheblackoard，please”“Openyourbooks”“Handsup/down”等。(2)纪律控制指论语：“Hush!”“Slience，please”“Bequiet，please”“Attention，please”“Don’ttalkanymore”等。这些指令主要用于维护课堂，集中学生注意力。(3)教学实施指令语，“Sayafterme，”“Readtogether，please”“Spellthenewword”“Dopairwork”“Let’sstandinlinetoplaythegame”这些指令语往往能够指导学生进行语言技能练习及开展教学过程中的交际活动。

指令语的运用，可以激发学生参与活动的兴趣，调动学生的积极性，也可以帮助教师规范学生课堂行为，保证课堂活动顺利进行，真正达到教育学生的目的，而大多教师却习惯于用命令的口气“指令”学生，以显示自己的身份和威信，如“Comehere，”“Standinline”“Don’tmove”等。实验证明，教师新切诚恳、谦虚礼貌的口气和态度更能在学生心目中受到尊重和敬爱。因此，教师在使用课堂教学用语时，除了指令清楚外，还应按照英语习惯，注意礼貌语言的使用，多使用“Please”，语调尽量以升调为主。如，针对整体下达活动指令时，教师还可以“Shallwe+V…”“Let’s+V…”等句式，把作为执行主体的“你们”(指学生)变为“我们”(同样指学生)，这样可以缩短师生之间的距离，维护师生之间和谐的交际关系。同时教师要善于运用评价语。如“Good!”“Verygood!”“Welldone”“Yougotit”“Muchbettethistime”“Nottoobad，”“That’sOK”“Wouldyouspeaklouder?”“Cananyonehelphim/her?”“Tryagain，please”“Allright，let’snoveon”“lt’sbetter”等都是课堂中常用的评价语言。由于学生学习英语的兴趣很高，尤其在初中阶段，学生参与课堂学习活动的积极性很高。教师应善于动用评价语帮助学生获得学习英语的成就感，关注学生学习英语的成就感，即使很小的进步也要给予鼓励。针对学生学习英语的身心特点。教师要多表扬、多鼓励、少指责、少批评，甚至不批评。

正确地运用课堂教学用语，能使教师自身言语输出的情绪体验与学生获得的对英语言语信息的审美感受充分融合，有利于创造良好的习得条件。

二、有效地应用课堂教学用语

教师在使用课堂用语时必须“以学生听懂为标准”，保证言语输入的可理解性和有效性。由于在小学阶段涉及的英语不多，刚进入初中的学生掌握的单词和句型甚少，所学的大多也是词义简单的单词和句子。教师在使用教学用语时除了删除就简、不断重复外，可以运用手势、动作、表情、眼神等形式加以说明，也可以简笔画加以提示。比如在说“Lookaltheblackboard”。教师可用手指着黑板，说“Sayafterme”时可以用手指一下自己的嘴，如果学生述不明白，则用手势表示“开始”，让学生跟自己读;在说“Turntopage……”时，可以在黑板上画一个翻书的符号，并写上页码。同时做翻书的动作。教师在使用英语教学用语的过程中，不要过分担心学生听不懂，也不要翻译，在充分利用直观教具和体态语言的基础上，要让学生在“饿猫找食”的过程中体会并增强语感。这样，英语学习才能由不会到会，逐经由会到懂、成熟、正确。如此有效地使用课堂教学用语，才能培养学生直接理解、直接学习和直接应用英语的习惯，并初步形成直接用英语思维的能力。

三、恰当地应用课堂教学用语

对初中生业说，汉语是他们的母语。这个年龄段的发音已经完成，基本上掌握民母语方面的知识和技巧，可以克服母语学习对外语学习的干扰。尽量避免用母语进行教学是外语课堂教学的原则之一，因为教师在课堂上使用母语越多，对学生学习英语的负迁移越大。教师的每一句母误或每一个词都会减少学生用英语理解和思维的时间，切断学生直接用英语积极猜想、联想的思路，剥夺学生用英语听说的机会。实践证明，课堂中使用英语进行教学，有利于学生语言水平提高。然而，初中英语课堂教学必须充分考虑到初中生的生理特点和接受能力，在尽量使用英语可克服母语对英语学习负迁移的同时，又不完全排斥母语。因此，我们这里强调“恰当地应用”。在有些场合，如果有英语很难清楚表达其意思，教师还应当使用母语，这是十分必要的。因为，课堂教学用语是反复使用的，只要教师坚持，学生迟早总能听懂。这种从不会到懂的过程本身就是语言教学的重要规律。

因此，在初中英语教学中，恰当的应用课堂用语就是要科学的使用母语，尽可能运用英语进行教学，力求最大限度地提高教学效果。

一、注意语言的规范化

教师的`语言应该是严谨和规范的。教师的课堂教学用语是学生的模板，要培养学生养成规范使用语言的良好习惯，教师应以身作则。但从学校的课堂教学实践来看，教师的课堂教学用语还存在些问题。教师不能尽量用英语组织教学，尤其是在农村中学，学生英语底子差，还没养成预习和复习的良好习惯，很难接受全英语教学的授课模式;教师语言使用不够规范，对学生的英语学习不能起到正面引导。更有甚者，教师课堂中的种种口误影响了学生英语口语能力的提高。

如：宾语从句的语序问题。虽然教师能正确指导学生做题，但在课堂上会习惯地表达成Can you guess what does the word mean? (正确的说法：Can you guess what the word means?) 纵使学生能听懂指令，但长此以往，学生也会犯同样的错误。英语课堂教学用语是外语课堂教学的一个重要组成部分，是培养学生直接用英语思维的一种有效手段，教师应规范英语课堂教学用语。

二、注意形式的多变化

语言的表达老是用一个词，老是一种格调，语言就显得平淡无味，同时也不利于调动学生学习的积极性，更不利于学生口语能力的发展。教师应不断变换句型或句子结构来表达同样的意思以便让学生多角度地了解一句话并逐渐让他们学会“一个意思多种表达”的方法。在英语课堂上，教师使用了大量的无效课堂用语。整个课堂反复出现“read after me”“one two start”，“sit down please”之类的课堂用语。其实这些指令完全可以通过一颦一笑、一举一动来表达。譬如：简简单单用双臂合拢轻轻向上抬起表达whole class齐读，既节省了教学时间，加大了学生听说英语的练习密度，也取得了事半功倍的教学效果。有些课堂教学用语要经常变换形式。

譬如：课上完了，一般说成Class is over. 其实有很多说法：Let’s call it a day. / That’s all for today. Class dismissed. /It’s time for us to bring the class to a close. Come out and stretch your legs. / Let’s bring this session to an end. See you on Monday.

三、注意评价的巧妙化

课堂教学评价用语是指在课堂教学这一特定的范围内，教师以口语形式，对学生在课堂内的表现做出即时反馈性的评价。它是具有针对性、指向性、时效性，旨在影响学生学习行为的教学言语。教师不可动不动就呵斥、挖苦学生。尤其在课堂上提问时，学生回答不上来也应适当给些鼓励。如OK / Very good / Thank you;这时可以这样鼓励学生：“I’m sure you can answer it. Please sit down and think it over. If you can answer， please put up your hand.”这样既给学困生留下面子，又鼓励他们积极思考。

当学生犯了语法错误时尽量不要马上指出，否则学生被突然的打断，很可能会忘记下面要说的话，破坏原本轻松愉快的教学氛围。教师应以鼓励为主，保护学生的自尊心。教师如果能在学生表达内容的小结评价中，指出这一语法错误是大家普遍存在的，并详加讲解，不仅在最大程度上对全体学生的学习起到指导作用，而且对出现错误的学生的不良影响会减到最小。当学生的回答很不尽人意时，我们不能说You have made many mistakes， and your intonation is poor. 而应该说Your answer shows you understand the story， but there are some grammar mistakes in it. Your pronunciation is clear on the whole， but it should be improved. 这样学生才不会觉得自己是一无是处的。教师在指出学生回答问题中的不足和错误时，首先要寻找他的闪光点进行表扬，再含蓄地指出不足之处，这样可以鼓舞学生充满自信地积极生活和学习。教师要尽量用“积极用语”来代替“消极用语”。即使学生的回答满是语病，没有什么优点值得提出，教师在纠正错误时措辞也要温和些，以免伤了他们的自尊心。

四、注意情感的渗透

英语课堂教学的目的还应在课堂教学用语中渗透情感教育，使学生在心智发展的同时，在情感上也逐渐成熟起来。教师要尽可能把情感教育渗透到外语学习内容和学习过程中。布卢姆认为：“一个带着积极情感学习课程的学生，应该比那些缺乏感情、乐趣或兴奋的学生，或者比那些对学习材料感到焦虑和恐惧的学生学习得更加轻松，更加迅速。”而且教师在课堂上流露出的情感会直接影响学生的学习情绪。

教师的课堂用语通过情感的介入和作用影响课堂教学效果，学生会把对教师的情感迁移到教师所讲授的课程上来。譬如：新目标Go for it七年级Unit12 What’s your favorite subject?学生就自己喜欢的科目作讨论时暴露出严重的偏科现象，科目的喜好程度非常不等。作为教师应该及时纠正学生的偏科错误并告诉他们Learn all subjects well and be a good student.简简单单的一句课堂教学用语实际上把要热爱所有功课的情感渗透到了英语课堂教学中。

教师的课堂教学语言直接影响到教育对象。语言是人与人之间交流思想、表达情感的主要工具，而教师的课堂教学用语面向的是接受知识和教育的学生，尤其是性格爱好、心理素质都还很不成熟的学生，教师的课堂教学用语是否得体，会极大地影响到课堂教学效果。因此，英语教师一定要重视课堂教学用语，把握好课堂教学用语，更要优化课堂教学用语。教师应让学生在轻松愉快的教学氛围中不仅学习英语，而且感受到教师的和蔼可亲。