admin
缔造杰出的英语讲堂说话空气，是调动学生踊跃性、举行有用讲授的需要手腕。以是，西席在讲堂上要尽可能多讲英语，使学生们能耳闻目睹跟从教员天然地讲英语。
西席的讲堂讲授用语从讲授功效上可分为五大类：问候语，发问语，反馈语，批示/演示语，辞别语。英语西席讲堂经常使用语大全在这里，英语教员们从速保藏了吧 ！
一
号召/问候语
西席的讲堂讲授现实上从其走进课堂的那一刻起就起头了。A good beginning makes a good ending.一个好的初步对付一堂课来讲很是首要。西席自动、友爱地同窗生打号召，不但可以唤起学生的注重力，使其为起头上课作好筹备，还可以缔造一个同等、调和、舒畅的进修空气，以包管讲堂讲授的顺遂举行。
参考用语：
Hi! Good morning/ afternoon.
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 are you doing?
How’s it going？
You look so happy, any good news?
OK, class/ boys and girls , are you ready to have class/begin?
(Instead of saying: “You”)
May I know your name?
(That’s a nice name.)
Could you tell me your name, please?
(You’ve got a beautiful name. I really like it. )
Shall we begin our lesson now?
Let’s start our class, shall we?
二
发问语
西席在发问时立场和声音要蔼然可亲。发问语的利用要注重表现对学生的尊敬，不要让学生感触严重，有压力。注重发问语的利用计谋可减轻学生的进修发急情感，庇护学生的进修踊跃性。
参考用语：
Who’d like to answer the question?
Who can answer the question?
Who knows the answer?
Who’d like to have a try?
Would you like to try, Mary?
Tim, would you like to have a try?
Do you want to try, Lee?
Would you like a second try?
Would you like someone to help you?
Who’d like to help?
Who’d like to read the text?
Who can spell the word “…”?
Can you spell the word “…”?
Do you know the Chinese/English of the word…?
What’s the English/Chinese for “…”?
Any volunteer?
Any one/ boy/ girl?
Have I made it clear?
Is it clear to you?
You see the point?
Got it? / Did you get it?
Are you alright with it?
Are you OK with the practice?
Have you done/finished your work/exercise yet?
三
反馈语
反馈语是讲堂讲授勾当的首要构成部门，是西席评价和评估学生讲堂表示的首要手腕，也是鞭策讲授勾当希望的有用法子。不但要对学生讲堂上的进修表示赐与评价，对学生感情、立场的表示都应经由过程评价赐与鼓动勉励，到达鼓励学生的目标。
在利用说话举动评价时西席要注重语气和眼光的瞩目，使学生对教员的表彰和必定感触逼真。对学生有创意的，立异的思惟火花及灵感要实时地、充实地、大大地授与必定。
在说话评价中西席必定要注重说话的利用及利用的计谋性。西席的一句话有可能会影响学生的一辈子。若是西席老是说某个学生笨，这个学生有可能就会因此抛却尽力。当学生对本身没有信念时，西席的一句鼓动勉励的话，就有可能鼓励他得到乐成。是以，西席在讲堂上必定要注重所利用的说话，要注重表现反馈语的“人赋性”，注意学生的感情身分。
反馈语可分为必定式考语、介入式考语和开导式纠错。
（1）必定式考语
西席在利用必定式考语对学生的讲堂表示举行必定和表彰时，必定要让学生感触教员是在由衷地嘉奖他。要防止对付和流于情势。不要滥用‘Good’。有的教员过量地单一利用 ‘Good’ 评价学生的表示，很难使学生从中遭到鼓励，激起进修的踊跃性。
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、立异的思惟火花及灵感，讲话中的闪光点的必定可使用如下的用语：
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!)
Clever! (I envy you very much。)
Perfect! （You’re very professional.）
You are such a smart boy/girl!
You got sharp eyes/ears.
I couldn’t believe my ears！
（2）介入式考语
在采纳学生之间相互评价的手腕时，西席要注重不要拿学生跟他人比，要拿学生同他本身比。西席可以说：同窗们说某某同窗说得好欠好呀？前进大不大呀？
在让学生加入评价时可使用疑难和反意疑难句：
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）开导式纠错
当学生出错误时，西席要防止利用否认的评价说话，如：You are wrong. It’s not correct. 对答复不出问题来的学生不要简略地利用“Sit down”，要给他们可能得到乐成的机遇，鼓动勉励他们，庇护他们的进修踊跃性。
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）非说话评价及计谋
非说话评价—既应用手势，脸色（眼神、面目面貌、微笑）及其他肢体动作说话（body language） 来对学生的进修举行的评价。在利用说话举动评价方法的同时注重非说话评价方法的利用可以增强评价结果。
方法和计谋：
① 微笑加说话。
② 使劲颔首—是一种必定。
③ 诧异的脸色 + 可暗示赞美。
④ 竖起大拇指，可暗示一种高度的赞美。加强自信念，得到成绩感。
⑤ 一只手手心朝上不竭煽惑四指同时说道：Yes, come on, come on. 或Yes, go on。这类说话举动和非说话举动手势的同时利用，不但对学生的讲话是一种鼓动勉励和必定，同时还可以鼓励、指导学生将讲话举行下去，开导学生思惟。不竭的开导和鼓动勉励可以或许起到指导学生思惟，培育思惟习气的感化。
⑥ 拍手—当学生使命完成得超卓时，西席可拍手暗示赞美。也能够号令学生一块儿拍手。掌声可使人发生成绩感，加强自信念。
⑦ 抚摩孩子的头，拍拍孩子的肩膀也是一种鼓动勉励性的非说话举动的评价手腕。这一手腕的利用会使答复准确的孩子心中荡起美孳孳的幸福感和对教员的亲近感。这类感受可以拉近孩子和教员的间隔，拉近他们和英语讲堂的间隔，使他们喜好上课并激颁发达的愿望。对付答复毛病的孩子，这一手腕的利用可以起到抚慰、解除他们心中的不安及懊丧、减缓发急情感的感化。（此法子仅可用于低年级）
四
批示/演示语
在组织讲堂讲授时，西席利用的批示语和演示语要防止太长和暗昧不清，要力图简便、清楚而且和善、可亲，防止过于僵硬。 比方：
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.
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…
五
辞别语
讲堂讲授竣事时西席需向学生颁布发表，并向学生作别。
OK, class/ boys and girls/ children, 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.
Class dismissed.
See you next time, class/ boys and girls/ children.
See you.
See you later.
Goodbye, class/ boys and girls/ children.
Bye, class/ boys and girls/ children.
Wish you a good weekend.
Have a good weekend!
Have a nice day!
点击下方卡片 存眷明师俱乐部
《单位总体讲授》
30个案例精选
长按上方二维码便可采办
