课堂用语100句“黄冈赛”一等奖

Classroomexpressions

for

ListeningandSpeaking

山东省垦利实验中学王艳芳

ClassroomEnglishforListeningandSpeaking

听说课中的课堂用语Homework将常用课堂用语读熟，并运用到自己的课堂之中。根据教学进度，运用所记课堂用语设计一个听说课的教学案例，并录自己的说课过程。教学建议一：1.看视频，带动作学习说课堂日常用语50句；打开两个音频文件，要求学员跟读。2.学员背过后，小组展示，听并指出语音语调中的问题；3.运用下面的PPT学习剩余的课堂用语。4.剩余时间可学习郑华老师在14年省外专委会议上的技能展示稿。两两准备并朗读展示。志愿者评价。建议：带动作表演的50句可作为期末汇报演出内容。可作为期末汇报演出的内容。郑老师的稿件比较适合A班或B班作为期末汇报演出的内容。可提前下发，学员准备。稿件需要重新修改为适合更多人表演用的脚本，而这一脚本的撰写任务就由假期执教的老师提前完成，注意脚本台上台下的互动性。指令语★小学英语课堂用语分类

提问语问候语反馈语教师的反馈语是指在完成语片对话之后，教师为了强调、提示、说明或引入新的话题而补充的话语。它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。反馈语可分为肯定式评语、参与式评语和启发式纠错。指令是教师组织和维系课堂的重要手段,教师指令语的质量在很大程度上影响学生在课堂上的活动,即语言习得。课堂指令应该简洁、清晰，并且和蔼、可亲，避免过于生硬。尽量使用学生能够听得懂的“smallwords。“有些比较难的可以借助表情手势等加以辅助。课前打招呼，课后的告别语。Agoodbeginningmakesagoodending.教师主动、友好地同学生打招呼，不仅可以唤起学生的注意力，使其为开始上课作好准备，还可以创造一个平等、和谐、愉快的学习氛围,以保证课堂教学的顺利进行。课堂教学结束时教师需向学生宣布,并向学生道别。教师在提问时态度和声音要和蔼、可亲。提问语的使用要注意体现对学生的尊重,不要让学生感到紧张，有压力。注意提问语的使用策略可减轻学生的学习焦虑情绪，保护学生的学习积极性。教师在提问时可以尽量使用像“Wouldyoupleasetellus…?”“Wouldyouliketo…?”“MayIaskyou…?”

等委婉而友好的语气。问候语举例：打招呼Goodmorning/afternoon,kids.It’ssonice/I’msohappytoseeyouagain.Goodkids,youlookgreat/wonderfultoday.Howareyoudoing,Kids?How’sitgoing？Youlooksohappy,anygoodnews?Ok,kids,areyoureadytohaveclass?Shallwebeginourlessonnow?Let’sstartourclass,shallwe?OK,kids,that’sallfortoday.I’llseeyounexttime.Alrightkids.We’llstopheretoday.Classisover.Seeyounexttime,kids.Seeyou.Seeyoulater.Goodbye,kids.Bye,kids.告别Now,kids,classbegins. Today,we’regoingtolearn…Now,openyourbooks,please.Turntopage...Now,kids,pleaselookattheblackboard/picture/yourbooks/pagefive.Pleasereadthe…together.One,two,three,go!Now,let’ssingthesong…together.Well,let’sgoon.Pleaselookatpage…Thistime,youdoitonebyone.Now,listentome,please.Now,I’llreadthe…,pleasefollowme.Nowkids,readafterme/thetape.Followme,please.Pleaseshowmehowwellyoucando/readit.指令语举例：Cometothefront,please./…pleasecometothefront.Thankyou.Thankyou.Pleasegobacktoyourseat.OK,kids,pleasestandup.Pleasesitdown.Pleaseworkinpairs/ingroups/individually/byyourselves.Now,kids,write/puttheChinese/Englishunder/nexttoeachword/picture.Now,let’sdotheexercise.Now,kids,findapartnerandrole-playtheconversation.Workwithyourpartnerandanswerthequestions.Pleasestophere.Let’shave/takeabreak.Goodkids,bequite,please.Nowkids,here’syourhomework.Pleasedo…and…肯定式评语Notbad.Thankyou.(I’msureyoucandobetternexttime.)Goodkid.That’sagoodanswer.Thankyou.Quitegood!(Ireallyappreciateyoureffort.)Verygood！(Ireallyenjoyit.)Excellent!(Let’sgivehim/herabighand!)Wonderful！(I’msoproudofyou.)Welldone!(Goodboy/girl/kid.)Nicegoing!(Youmakeagreatprogress.)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：Whatabrightidea!Thankyou.Youdidagoodjob!(We’resoproudofyou!)Clever!(Ienvyyouverymuch。)Youaresuchasmartboy/girl/kid!Yougotsharpeyes/ears.参与式评语Isitgood?Isn’titagoodanswer?Doyoulikehis/heranswer/reading?Didhe/shedoagoodjob?That’safantasticanswer,isn’tit？He/shedidanexcellentjob,didn’the/she?That’sveryclose.Goon!It’salmostright.Tryagain,please.Comeon!Thinkitover.I’msureyoucandoit.I’msureyoucandoitifyoureallytry.(See?Youdiditreallywell.)Sorry,I’msureyoucandoitbetternexttime.I’msorry.Wouldyoulikeasecondtry?/Wouldyouliketotryagain?Notbad.Goon,please.Comeon,It’sveryclose.Itdoesn’tmatter.I’msureyoucandoitbetternexttime.启发式纠错辨析比较Thisquestionisvery,veryeasy.Whocananswerthisquestion?Pleasethinkofthisquestion,isiteasy?Wouldyoupleasehaveatry?

Sitdown!Youmustlistencarefully.I’msorry,sitdown,please.Wouldyoupleasethinkitoveragain?.Whocananswerthequestion?Whoknowstheanswer?Who’dliketohaveatry?Doyouwanttotry,Lee?Wouldyoulikeasecondtry?Wouldyoulikesomeonetohelpyou?Who’dliketohelp?Who’dliketoreadthetext?Whocanspelltheword“…”?提问语举例Canyouspelltheword“…”?DoyouknowtheChinese/Englishoftheword…?What’stheEnglish/Chinesefor“…”?Anyvolunteers?Isitcleartoyou?Youseethepoint?Gotit?/Didyougetit?AreyouOKwiththepractice?Haveyoudone/finishedyourwork/exerciseyet?Alisteningandspeakinglessonusuallyhasfivesteps:WarmingupLeadinPracticeExtensionPresentationLet’sshareourhomework.在使用课堂教学用语中存在的问题问题一：课堂用语不规范，说话错误较多

e.g.Canyoutellmewhendidyouleavehomethismorning?

Canyoutellmewhenyoulefthomethismorning?

Canyouguesswhatdoesitmean?

Canyouguesswhatitmeans?词序错误：Let’sseethetwosentence.Onemorestudents.()×()√Let’sseethetwosentences.Onemorestudent.词形错误：Canyoumakeasentenceabout“howlong”?Canyoumakeasentencewith“howlong”?()×()√Thisis和Thatis混淆不清:指着远处的“picture”，说得却是“Thisisapicture.搭配不当：Payattentionthedifference.Payattentiontothedifference.()×()√Lookathere.Lookhere.()×()√Theletter“A”pronounces.Theletter“A”ispronounced.()×()√语态不当：习惯性错误：T:What’syourEnglishname?S:Smith.T:Howtospellit?Howdoyouspellit?Summary（总结）:教师出现的错误多为单复数混用，动词短语搭配不当等。出现这些错误的主要原因是因为教师说话的语速过快，造成一些口误；还有一些是因为教师没有重视自己的课堂用语，或是因为自身语言基本功不扎实。

在使用课堂教学用语中存在的问题问题二：课堂用语不系统，说话随意性大

中文式英语：e.g.Readtogether.

Readittogether./Readthedialoguetogether.Giveyoufiveminutestofinishtheexercise.

Pleasefinishtheexerciseinfiveminutes.

在新课改的过程中，教师的语言发生了很大变化:由指令式的语言向商讨式的语言转变；由评判式的语言向建议式的语言转变；由灌输式的语言向引导式的语言转变；由统一式的语言向开放式的语言转变。Let’swatchashortvideo.小学英语课堂教学用语的基本类型Let’sstartnow.Let’sbeginourclass.Let’sbeginourlesson.It’stimeforclass.Shallwebeginourclassnow?Standup,please.Sitdown,please.上课（Beginningaclass)上课一开始，教师就主动、友好地用英语同学生打招呼，不仅可以唤起学生的注意力，使其为上课作好准备，还可以创造一个平等、和谐、愉快的学习氛围,以保证课堂教学的顺利进行。问候语（Greetings)Hello，boysandgirls／children．Goodmorning，class／everyone／everybody／children／boysandgirls．Goodafternoon，class／everyone／everybody／children／boysandgirls．Howareyoutoday？Goodmorning/afternoon,kids.It’ssonice/I’msohappytoseeyouagain.MayIknowyourname?(That’sanicename.)Couldyoutellmeyourname,please?(You’vegotabeautifulname.Ireallylikeit.)Shallwebeginourlessonnow?Let’sstartourclass,shallwe?Who'sondutytoday?Who’shelpingthismorning/today?Iseveryone/everybodyhere/present?Isanyone/anybodyaway/absent?Who'sabsent?/Who'saway?Whereishe/she?Trytobeontime./Don'tbelatenexttime.Gobacktoyourseat,please.Whatdayisittoday?What'sthedatetoday?What'stheweatherliketoday?考勤（Checkingattendance）

自我介绍（Self-introduction）

Now,letmeintroducemyself.I’lljusttellyouabitaboutmyself.Mynameis...Youcancallme...I’myournewEnglishteacher.I’llbeteachingyouEnglishthisterm/semester.I’vegotfourlessonswithyoueachweek.Let’sstartworking．

Let'sbegin/startourlesson.First,let'sreview/dosomereview.Whatdidwelearninthelastlesson?Whocantell/rememberwhatwedidinthelastlesson/yesterday?Wehavesomenewwords/sentences.Nowwe’regoingtodosomethingnew／different．Nowlet’slearnsomethingnew．

Wehavesomenewwords/sentences.宣布(Announcing)Ready？／Areyouready？Didyougetthere？Doyouunderstand？Isthatclear？Anyvolunteers？Doyouknowwhattodo？Bequiet，please．／Quiet，please．Listen，please．Listencarefully，please．提醒注意(DirectingAttention)Listentothetaperecorder／therecording．Lookcarefully，please．Lookoverhere．Watchcarefully．Areyouwatching？Pleaselookattheblackboard／picture／map…Payattentiontoyourspelling／pronunciation．Start！／Startnow．Everybodytogether．／Alltogether．Practiceinagroup/ingroups，please．Getintogroupsofthree／four…Everybodyfindapartner／friend．Inpairs，please．Oneatatime．Let’sdoitonebyone．课堂活动(Classroomactivities)Nowyou，please．It’syourturnnow（Studentsname）．Next，please．Nowyoudothesame，please．Let’sact．／Let’sactout／dothedialogue．WhowantstobeA？Practisethedialogue，please．NowTomwillbeA，andtheotherhalfwillbeB．课堂活动(Classroomactivities)Pleasetake（play）thepartof…Whoseturnisit？It’syourturn.Waityourturn，please．Standinline．／Lineup．Onebyone．／Oneatatime，please．Intwos．／Inpairs．Don’tspeakout．Turnaround．

课堂活动(Classroomactivities)热身、新课导入

(Warming-up&IntroductiontoaNewLesson)

Let’sdoactions!Clapyourhands.Stampyourfeet.Waveyourarms.Nodyourhead.Shakeyourhead.Now,let’ssingthesong“OldMcDonaldHadaFarm”.Now,let’splaythegame“Simonsays…”.热身、新课导入

(Warming-up&IntroductiontoaNewLesson)Haveyoueverbeentothezoo?CanyoutellmewhatanimalsinthezooyoucanalreadysayinEnglish?Intoday’slesson,we’lllearnsomethingaboutanimals’Englishnames.Lookatthecards.Whatdoyouseeonthiscard?

热身、新课导入

(Warming-up&IntroductiontoaNewLesson)

Thereareallkindsoffruitsinourlife:apples,oranges,watermelons…Pleasetellmewhatyourfavoritefruitisandwhy.Beforestartinganewlesson,I’dliketoaskyouwhatcolorstheOlympicfiveringsareandwhateachcolorstandsfor.Couldyoupleasetryitagain?Couldyoupleasetrythenextone?Willyoupleasehelpme?Willyoupleasereadthedialogue?请求(Requests)Canyoutry？Try，please．Tryyourbest．／Doyourbest．Thinkitoverandtryagain．Don’tbeafraid／shy．鼓励(Encouraging)课堂指令是教师组织和维系课堂的重要手段，教师指令语在很大程度上影响学生在课堂上的活动，即语言习得。指令（Givinginstructions)课堂指令应做到清晰、简洁、准确，不能含混不清或出现发音错误；语调自然、语言生动，切忌生硬；尽量使用学生听得懂的“smallwords”，并辅以表情、手势等。

Say／Readafterme，please．Followme，please．DowhatIdo．Repeat，please．／Repeatafterme．Oncemore，please．／Onemoretime，please．Comehere，please．Pleasecometothefront．Comeupandwriteontheblackboard／chalkboard．Comeandwriteitontheblackboard．Pleasegobacktoyourseat．指示/演示语Putyourhandsup，please．Raiseyourhands,please.Putdownyourhands，please．Handsdown，please．Sayit／WriteitinChinese／English．InEnglish,please.Pleasetakeoutyourbooks．Pleaseopenyourbooksatpage…Findpage….TurntoPage…指示/演示语Pleaseanswerthe/myquestion／questions．Pleasereadthisletter／word／sentenceoutloud．Pleasereadoutthisletter／word／sentence．Pleasestopnow．／Stophere，please．Cleanupyourdesk／theclassroom，please．It’sclean-uptime．

Tidyupyourdesk／theclassroom．

Putyourthingsaway．

Cleantheblackboard．指示/演示语Plug（插上）inthetape-recorder,please.Putthetape-recorderaway．Putthetapeinitsbox／cassette/kə'sɛt/．Listenandrepeat．Lookandlisten．Repeatafterme．Followthewords.Quickly！Bequick,please．Hurry！／Hurryup，please．Doitfast.Slowly．/Slowdown,please.Bringmesomechalk，please．Stoptalking．Stoptalkingnow，please．Don’ttalk．Everybodybequiet，please．Don’tbesilly．Settledown．禁止和警告(Prohibitionandwarning)教师在提问时态度要和蔼、可亲；提问语的使用要注意体现对学生的尊重,不要让学生感到紧张，有压力。正确的提问语可减轻学生的学习焦虑情绪，保护学生的学习积极性。提问（Questioning)Areyouclear?Doyouunderstand?(Haveyou)Gotit?/Didyougetit?Whowantstocometothefront?Pleasewaitaminute/moment/second.I’msorry.Canyousaythatagain?YouknowwhatImean/whatI’msaying/talkingabout?Haveyoudone/finishedyourwork/exerciseyet?

问与答(AskingandAnswering)校对答案和纠错(AnswerCheckandCorrection)Raiseyourhandifyouknowtheanswer.Let’sseewhatthecorrectansweris.Whocanpointoutthemistake?Let’sseewhoiscorrecthere.Didyougetitright?ThecorrectanswertothisquestionisB.Cananyonetellmewhy?Howmanyofyouhavegotitright?Let’scontinuewiththenextquestion.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。反馈语肯定式评语参与式评语启发式纠错反馈语的种类肯定式评语：

教师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。Notbad.Thankyou.(I’msureyoucandoitbetternexttime.)Good！Thankyou.(Icouldseeyou’vepracticedalot.)Goodkid.That’sagoodanswer.Thankyou.Quitegood!(Ireallyappreciateyoureffort.)Verygood！(Ireallyenjoyit.)肯定性评语Great!(Youdidagoodjob.)Excellent!(Let’sgivehim/herabighand!)Wonderful！(I’msoproudofyou.)Welldone!(Goodboy/girl/kid.)Youranswerisverygood!(Iadmireyourwork.)Nicegoing!(Youmakeagreatprogress.)肯定性评语Whatabrightidea!Thankyou.That’sagreatanswer.（Ireallylikeit.）Youdidagoodjob!(We’resoproudofyou!)Goodpoint!(Ireallyenjoyit.)Goodjob!（I'mverypleasedwithyourwork.）Smart!/Clever!肯定性评语Perfect!（You'reveryprofessional.）Youaresuchasmartboy/girl/kid!Yougotsharpeyes/ears.Icouldn’tbelievemyears！肯定性评语T:Manypeoplethinkwinteriscold.Andwhatdoyouthink?

S:Ithinkwinteriswarm.

T:Whydoyouthinkitiswarm?

S:Inwinter,Icansitwithmyparents,andwecanwatchTVinthelivingroom.Ifeelwarm.

T:Yeah,Ithinkitwillbewarmwhenyouarewithyourfamily.

情景1：在以上的对话中，教师给予了学生肯定的评价，而不是简单的一句Cool.或者是Verygood.打发学生富有创意同时流露出的真情实感。给予学生肯定式评价看似简单，却充分体现了教师语言评价的激励性策略。

Comments（评价）:T:What’syourfavoriteseason?

S:Myfavoriteseasonissummer.

T:Whydoyoulikesummer?

S:BecauseIcanwearmynewT-shirt.

T:WhatcolorisyournewT-shirt?

S:It’sblue.

T:Isthatyourfavoritecolor?

S:Yes,Ilikeblue.

T:Thatwillbeverycool.Whenyouareinblue,youarelikethebluesea.

情景2：T:What'syourfavoriteseason?

S:Ilikefall.Itispretty.

T:Whyisitpretty?

S:Icanseebeautifulkitesinthesky.Icanseecolorfultreesintheforest.Icanseecolorfulflowersinthepark.Icanseecolorfulfruitsinthegarden.

T:Wow,wecanseesomanynicethingsinfall.Itissobeautifulandpretty.

情景3：在上面的师生会话中，教师对于学生的回答并不仅仅给予一个肯定的答复，而是实现了语言的交流。在这个过程中，既表达了教师对学生敢于展示自己学习成果的赞赏，同时又表达了教师对学生积极思考、认真完成学习任务的肯定。

Comments（评价）:激励性评价策略不仅注重学生学习的结果，还注重评价学生的思维过程、思维方法和情感表达；既有评判性评价，又有激励性、鼓动性评价。这样的评价让学生体验成功，又看到自己的努力方向，使他们满怀信心、积极主动地投入到学习活动中去，有效地实现教学目标。

激励性评价策略:（教师在组织学生观看欣赏完一组关于春天的图片后）T:Whatdoyouthinkofspring?

S:Springisbusy.

T:Whydoyouthinkspringisbusy?

S:Icanseemanybirds.Theyflyintheforestwithfriends.Manybeesandbutterfliesflyintheflowers.Ducksswimwithfriends.

T:Wow,youcanfindsomanybusythings.Springissobusy.Areyoubusyinspring,too?

S:Yes,Iamverybusyinspring.Iusuallygohikingandflykiteswithmyparents.SometimesIclimbmountainswithmygrandpa.

T:Wow,youarebusytoo.

情景4：（学习完冬天后，师生讨论冬天）T:Doyoulikewinter?

S:Yes,Ido.Becausewinteriswhite,whiteismyfavoritecolor.

T:Iguessyouhaveawhitecoat.

S:Yes,Iusuallywearmywhitecoatinwinter.

T:Cool,youwilllooklikeasnowman.Whatelsearewhite?

S:Thetreesarewhite.Thehousesarewhite.Theriversarewhite.Thecarsarewhite.

情景5：T:Doyoulikewinter?

S:Yes,winterisquiet.

T:Why?

S:Inwinter,thebirdssleep.Thelakesleeps.Theanimalssleep.Theflowerssleep.Thetreessleep.

T:Wow,wecansleepalongtimetoo.

S:Yes.

...

情景6：在这段课堂教学实录里，教师的评价不是随意打断学生的表述，而是将评价与学生的展示过程有机地融为一体，使学生参与学习过程的内部动机不断地被激发，不断地被激励。Comments（评价）:小学英语的课程特点使课堂充满诸多评价因素：“感知”过程中形成的困惑、“表述”过程中的亮点、“交流”中带来的发散……教师要抓住稍纵即逝的机会，在学生最需要点拨、引导、深化、激励之时，运用适时性评价策略，及时对学生的学习情感态度、价值观、学习行为、知识结构进行语言评价，帮助学生主动参与、认真操作、积极展示，促进学生的发展。

Comments（评价）:教师在学生学习过程、成果展示时，可以采用“适时性评价”的策略对学生进行评价，来维持学生的内部动机，激励学生学习英语课程的主动性和积极性，开发他们的智力，激发他们的创造意识。

适时性评价策略:启发性评价策略就是在学生参与学习活动的过程中，对学习结果进行评价之后追问一个问题，再评价，再追问……这种“不断追问”的启发性策略注重强化学生对知识的学习、掌握和运用，促进学生更广泛地获取英语知识，培养他们的英语兴趣和创新意识。

启发性评价策略:S:IlikesummerbestbecauseIcaneaticecream.

T:Wow,whatdoyouthinkoftheicecream?

S:Theyaresweet.

T:Aretheycool?

S:Yes,theyarecool.

T:Insummer,youcaneatsweetandcoolicecream,summerisvery...

S:Summerisverysweetandcool.

情景7：S:Ilikesummerbest.Icanswim.

T:Whodoyouswimwith?

S:Iswimwithmyfriends.

T:Areyouhappywhenyouswimtogether?

S:Yes,weareveryhappy.

T:Insummer,youcanswimwithyourfriends.Summerisso...

S:Summerissohappy.Wehavefuninsummer.

情景8：S:IlikesummerbestbecauseIcanopen(turnon)theair-conditioner.

T:Whenyouturnonyourair-conditioner,isithot?

S:No,itisverycool.

T:Sowhatdoyoudo?

S:Icanquietreadmyfavoritebooksinthestudy.(Icanreadmyfavoritebooksquietlyinthestudy.)T:Whenyoureadbooksquietlyinyourstudy,itis...

S:Itiscoolandhappy.Summerisgood.

...

情景9：在如上的教学情景中，教师的每次追问都是在积极评价上一问题的基础上展开的。先充分肯定，再抛出下一个问题，反复强化知识积累。最后一个评价和追问将学生的学习兴趣延伸到课外，激发学生获取丰富知识的欲望和自主探究的意识。

Comments（评价）:启发性评价策略适用于知识的巩固阶段，特别适用于知识基础较好、课外知识丰富的学生。在不断追问的过程中，教师的身份要与学生平等，态度要诚恳，在问下一问题前务必对上一问题学生的思维过程、知识运用的成果进行激励性评价，做到真心实意地鼓励、赞扬学生，使学生获得参与的愉悦感和成功感，树立参与自主的、创造性的活动的勇气和信心。

Comments（评价）: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。在让学生参加评价时可以使用疑问和反意疑问句。Isitgood?Isn’titagoodanswer?Doyoulikehis/heranswer/reading?Didhe/shedoagoodjob?Idon’tthinkso.He/shedidanexcellentjob,didn’the/she?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，如：Youarewrong.It’snotcorrect.对回答不出问题来的学生不要简单地使用“Sitdown”，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。

That’sveryclose.Goon!It’salmostright.Tryagain,please.Comeon!Thinkitover.I’msureyoucandoit.Sorry,I’msureyoucandoitbetternexttime.I’msorry.Wouldyoulikeasecondtry?/Wouldyouliketotryagain?Notbad.Goon,please.Comeon,It’sveryclose.Itdoesn’tmatter.I’msureyoucandoitbetternexttime.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（bodylanguage）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。5．一只手手心朝上不断煽动四指同时说道：Yes,comeon,comeon.或Yes,goon。方式和策略：

6．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。7．抚摸孩子的头，拍拍孩子的肩膀也是一种鼓励性的非语言行为的评价手段。布置作业(AssigningHomework)

Fortoday’shomework…Practiceafterclass．／Practiceathome．Sayitoutloud，beforeyouwriteItdown．Copy／Print／Writeeachwordtwice．Remember（Memorize）thesewords／sentences．Doyourhomework．／Dothenextlesson．／Dothenewwork．Copy/Writeeachwordfivetimes.结束课堂教学(Dismissingtheclass)Handinyourworkbooks，please．Timeisup．Thebellisringing．There’sthebell．Theregoesthebell．Let’sstophere．That’sallfortoday．Classisover．Goodbye．／Bye．／Seeyounexttime．内容型课堂用语

语音

(Pronunciation)Now,let’spracticesomesounds.We’llbeginwiththe/e/sound.Sometimes“ea”ispronounced…Didyouhearthedifference?Openyourmouthwide.That’sright.Let’stryitonemoretime.拼读(Spelling)

Let’sspellthisword.Canyouspellthisword?Whowouldliketospelltheword“heavy”forme?“L,O,N,G”spells“long”.词汇(Vocabulary)

Canyoutellmewhat“U.S.”standsfor?Whatis汤

inEnglish?Wh