Language for Primary English Class小学英语教师课堂教学用语规范英语课堂用语是指教师运用英语进英语课堂用语是指教师运用英语进行组织、演示、解释、提问、表扬、行组织、演示、解释、提问、表扬、更正教学的语言，换句话说，就是更正教学的语言，换句话说，就是指不必新授的语言。指不必新授的语言。一、什么是课堂教学用语？一、什么是课堂教学用语？English? Chinese?课堂用语不仅仅包括教师在课堂教学中向课堂用语不仅仅包括教师在课堂教学中向学生传授知识、培养能力时的言语活动，学生传授知识、培养能力时的言语活动，也包括为了顺利完成教学任务而在课堂也包括为了顺利完成教学任务而在课堂上进行的组织管理学生时的言语活动。上进行的组织管理学生时的言语活动。英语教师课堂用语的运用直接影响学生英语教师课堂用语的运用直接影响学生英语语言的输出、交际能力的高低和学英语语言的输出、交际能力的高低和学习兴趣及自信心的培养。习兴趣及自信心的培养。二、英语课堂教学用语的重要性二、英语课堂教学用语的重要性课堂教学用语是知识的主要物质课堂教学用语是知识的主要物质载体，是师生信息沟通的重要载体，是师生信息沟通的重要手段，是联系师生情感的重要手段，是联系师生情感的重要纽带。纽带。 二、英语课堂教学用语的重要性二、英语课堂教学用语的重要性教师课堂用语的数量和质量影响甚至决定课教师课堂用语的数量和质量影响甚至决定课堂教学的成败堂教学的成败（Hakansson, 1986）。这不。这不仅因为教学内容要通过教师话语才能得到仅因为教学内容要通过教师话语才能得到有效传播和达到理想的教学效果，还因为有效传播和达到理想的教学效果，还因为教师语言本身起着对目的语使用的示范作教师语言本身起着对目的语使用的示范作用用 (model function)，是学生语言输入的一，是学生语言输入的一个重要途径。个重要途径。 二、英语课堂教学用语的重要性二、英语课堂教学用语的重要性课堂教学用语是课堂教学中的一项重要的信息输入课堂教学用语是课堂教学中的一项重要的信息输入内容，是英语教师对学生进行教学的重要手段。内容，是英语教师对学生进行教学的重要手段。教师坚持使用英语课堂教学用语组织教学，有利教师坚持使用英语课堂教学用语组织教学，有利于创设一种英语学习和使用的环境，使学生真实于创设一种英语学习和使用的环境，使学生真实地感受语言的交际性、意义性和趣味性，从而达地感受语言的交际性、意义性和趣味性，从而达到营造语言学习环境、激发学生学习兴趣、促进到营造语言学习环境、激发学生学习兴趣、促进师生间用英语进行沟通和交流的目的。师生间用英语进行沟通和交流的目的。二、英语课堂教学用语的重要性二、英语课堂教学用语的重要性三、小学英语课堂教学用语三、小学英语课堂教学用语 使用的基本原则使用的基本原则1. 阶段性原则：阶段性原则：2.英语课堂用语有讲授知识和语言示英语课堂用语有讲授知识和语言示范的双重功能。因此，课堂用语的范的双重功能。因此，课堂用语的使用应结合学生语言认识的实际水使用应结合学生语言认识的实际水平，遵循由浅入深、由简到繁、由平，遵循由浅入深、由简到繁、由易到难、循序渐进的原则。易到难、循序渐进的原则。三、小学英语课堂教学用语三、小学英语课堂教学用语 使用的基本原则使用的基本原则2. 交际性原则：交际性原则：英语课堂教学是英语教学最直接、最英语课堂教学是英语教学最直接、最有效的交际情景。因此，课堂用语有效的交际情景。因此，课堂用语的使用应从学生英语学习的起始阶的使用应从学生英语学习的起始阶段抓起，让学生养成用英语进行交段抓起，让学生养成用英语进行交际的良好习惯。际的良好习惯。三、小学英语课堂教学用语三、小学英语课堂教学用语 使用的基本原则使用的基本原则3. 贯穿性原则：贯穿性原则：小学英语课堂教学中应坚持尽量使用小学英语课堂教学中应坚持尽量使用英语进行课堂教学的原则。英语进行课堂教学的原则。三、小学英语课堂教学用语三、小学英语课堂教学用语 使用的基本原则使用的基本原则4. 重复性原则：重复性原则：小学英语课堂用语要注意必要的重复。小学英语课堂用语要注意必要的重复。重复突出了教与学、讲与练的重点，重复突出了教与学、讲与练的重点，能刺激学生的注意力，提高学习效能刺激学生的注意力，提高学习效率。率。三、小学英语课堂教学用语三、小学英语课堂教学用语 使用的基本原则使用的基本原则5. 规范性原则：规范性原则：小学英语课堂用语要注意语音语调的小学英语课堂用语要注意语音语调的正确与规范，用语要地道，并且要正确与规范，用语要地道，并且要把握好语速和节奏。把握好语速和节奏。三、小学英语课堂教学用语三、小学英语课堂教学用语 使用的基本原则使用的基本原则6. 激励性原则：激励性原则：小学英语课堂用语要注意避免挖苦学小学英语课堂用语要注意避免挖苦学生，应使用鼓励性语言，以满足学生，应使用鼓励性语言，以满足学生的成就感，增强其自信。生的成就感，增强其自信。三、小学英语课堂教学用语三、小学英语课堂教学用语 使用的基本原则使用的基本原则7. 引导性原则：引导性原则：合理使用英语课堂用语能促使学生思合理使用英语课堂用语能促使学生思维能力的发展，引发其从不同的角维能力的发展，引发其从不同的角度观察和思考问题，寻求解决问题度观察和思考问题，寻求解决问题的方法，拓展其发散思维。的方法，拓展其发散思维。注意事项注意事项:1、使用符合儿童特征的语言。2、以示范代替繁琐的解释。3、以体态语辅助口头语。4、以鼓励和表扬为主。8、尽量讲英文，必要时才讲中文。5、多用礼貌用语。6、用语要有所变化，不可千篇一律。7、用语恰当、得体，不能重复。四、目前小学英语教师在使用四、目前小学英语教师在使用课堂教学用语中存在的问题课堂教学用语中存在的问题问题一：问题一：课堂用语不规范，说话错误多课堂用语不规范，说话错误多 1. 语法错误：语法错误：e.g. Can you tell me when did you leave home this morning? Can you tell me when you left home this morning? Can you guess what does it mean? Can you guess what it means?2. 用词不当：用词不当：e.g. Can you make a sentence about “how long”? Can you make a sentence with “how long?”? Idlike some ofstudents to come to the front now. Id like some of you to come to the front now.3.习惯性错误习惯性错误 ：e.g. Teacher: Whats your name? Student: Joey Teacher: How to spell it? How do you spell the name? Summary（总结）（总结）:教师出现的错误多为单复数混用，动词短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课堂用语，或是因为自身语言基本功不扎实。实。 四、目前小学英语教师在使用四、目前小学英语教师在使用课堂教学用语中存在的问题课堂教学用语中存在的问题问题二：问题二：课堂用语不系统，说话随意性大课堂用语不系统，说话随意性大 中文式英语：中文式英语：e.g. Read together. Read it together./Read the dialogue together. Give you five minutes to finish the exercise. Please finish the exercise in five minutes. 在新课改的过程中，教师的语言发生了很在新课改的过程中，教师的语言发生了很大变化大变化: :由指令式的语言向商讨式的语言转变；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。由统一式的语言向开放式的语言转变。 五、小学英语课堂教学用语五、小学英语课堂教学用语 的基本类型的基本类型Lets start now.Lets begin our class.Lets begin our lesson.Its time for class.Shall we begin our class now?Stand up, please.Sit down, please.上课（上课（Beginning a class)上课一开始，教师就主动、友好地用英语上课一开始，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、愉快的学习氛围个平等、和谐、愉快的学习氛围, 以保证以保证课堂教学的顺利进行。课堂教学的顺利进行。问候语（问候语（Greetings)Hello，boys and girlschildrenGood morning，classeveryoneeverybodychildrenboys and girlsGood afternoon，classeveryoneeverybodychildrenboys and girlsHow are you today？Good morning/afternoon, kids.Its so nice/Im so happy to see you again.May I know your name?(Thats a nice name.)Could you tell me your name, please?(Youve got a beautiful name. I really like it. )Shall we begin our lesson now?Lets start our class, shall we?Whos on duty today?Whos helping this morning/today?Is everyone/everybody here/present?Is anyone/anybody away/ absent?Whos absent?/Whos away?Where is he/she?Try to be on time./Dont be late next time.Go back to your seat, please.What day is it today?Whats the date today?Whats the weather like today?考勤（考勤（Checking attendance） 自我介绍自我介绍（Self-introduction） Now, let me introduce myself.Ill just tell you a bit about myself.My name is . You can call me.Im your new English teacher.Ill be teaching you English this term / semester.Ive got four lessons with you each week.Lets start working Lets begin/start our lesson.First, lets review/do some review.What did we learn in the last lesson?Who can tell/remember what we did in the last lesson/yesterday?We have some new words / sentences.Now were going to do something newdifferentNow lets learn something new We have some new words/sentences.宣布宣布 (Announcing)Ready？Are you ready？Did you get there？/Do you understand？Is that clear？Any volunteers？Do you know what to do？Be quiet，pleaseQuiet，pleaseListen，pleaseListen carefully，please提醒注意提醒注意 (Directing Attention)Listen to the tape recorderthe recordingLook carefully，pleaseLook over hereWatch carefullyAre you watching？Please look at the blackboardpicturemapPay attention to your spellingpronunciationStart！Start nowEverybody togetherAll togetherPractise in a group/in groups，pleaseGet into groups of threefourEverybody find a partnerfriendIn pairs，pleaseOne at a timeLets do it one by one课堂活动课堂活动 (Classroom activities)Now you，pleaseIts your turn now（Students name）Next，pleaseNow you do the same，pleaseLets actLets act outdo the dialogueWho wants to be A？Practise the dialogue，pleaseNow Tom will be A，and the other half will be B课堂活动课堂活动 (Classroom activities)Please take（play）the part ofWhose turn is it？Its your turn.Wait your turn，pleaseStand in lineLine upOne by oneOne at a time，pleaseIn twosIn pairsDont speak outTurn around课堂活动课堂活动 (Classroom activities)热身、新课导入热身、新课导入 (Warming-up & Introduction to a New Lesson)Lets do actions! Clap your hands. Stamp your feet. Wave your arms. Nod your head. Shake your head.Now, lets sing the song “Old McDonald Had a Farm”.Now, lets play the game “Simon says”.热身、新课导入热身、新课导入 (Warming-up & Introduction to a New Lesson)Have you ever been to the zoo? Can you tell me what animals in the zoo you can already say in English? In todays lesson, well learn something about animals English names.Look at the cards. What do you see on this card?热身、新课导入热身、新课导入 (Warming-up & Introduction to a New Lesson)There are all kinds of fruits in our life: apples, oranges, watermelons Please tell me what your favorite fruit is and why.Before starting a new lesson, Id like to ask you what colors the Olympic five rings are and what each color stands for.Could you please try it again?Could you please try the next one?Will you please help me?Will you please read the dialogue? 请求请求 (Requests)Can you try？Try，pleaseTry your bestDo your bestThink it over and try againDont be afraidshy鼓励鼓励 (Encouraging)课堂指令是教师组织和维系课堂的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，即语上影响学生在课堂上的活动，即语言习得。言习得。指令（指令（Giving instructions)课堂指令应做到清晰、简洁、准确，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；尽量使自然、语言生动，切忌生硬；尽量使用学生听得懂的用学生听得懂的 “small words”，并辅以表情、手势等。并辅以表情、手势等。 SayRead after me，pleaseFollow me，pleaseDo what I doRepeat，pleaseRepeat after meOnce more，pleaseOne more time，pleaseCome here，pleasePlease come to the frontCome up and write on the blackboardchalkboardCome and write it on the blackboardPlease go back to your seat指示指示/ /演示语演示语Put your hands up，pleaseRaise your hands, please.Put down your hands ，pleaseHands down，pleaseSay itWrite it in ChineseEnglishIn English, please.Please take out your booksPlease open your books at pageFind page.Turn to Page指示指示/ /演示语演示语Please answer the /my questionquestionsPlease read this letterwordsentence out loudPlease read out this letterwordsentencePlease stop nowStop here，pleaseClean up your deskthe classroom，pleaseIts clean-up timeTidy up your deskthe classroomPut your things awayClean off your deskClean the blackboard指示指示/ /演示语演示语Plug in the tape-recorder, please. Put the tape-recorder awayPut the tape in its boxcassetteListen and repeatLook and listenRepeat after meFollow the words.Quickly！Be quick, pleaseHurry！Hurry up，pleaseDo it fast.Slowly/Slow down, please.Bring me some chalk，pleaseStop talkingStop talking now，pleaseDont talkEverybody be quiet，pleaseDont be sillySettle down禁止和警告禁止和警告(Prohibition and warning)教师在提问时态度要和蔼、可亲；提问语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的使用要注意体现对学生的尊重, 不要让不要让学生感到紧张，有压力。正确的提问语可学生感到紧张，有压力。正确的提问语可减轻学生的学习焦虑情绪，保护学生的学减轻学生的学习焦虑情绪，保护学生的学习积极性。习积极性。提问（提问（Questioning)Are you clear?Do you understand?(Have you) Got it? / Did you get it?Who wants to come to the front?Please wait a minute/moment/second.Im sorry. Can you say that again?You know what I mean/what Im saying /talking about?Have you done/finished your work / exercise yet?问与答问与答(Asking and Answering)Whod like to answer the question?Who can answer this question?Who knows the answer?Would you like to try, Tim?Would you like a second try?Would you like someone to help you?Whod like to help?Any volunteers?问与答问与答(Asking and Answering)校对答案和纠错校对答案和纠错(Answer Check and Correction)Raise your hand if you know the answer.Lets see what the correct answer is.Who can point out the mistake?Lets see who is correct here. Did you get it right?The correct answer to this question is B. Can anyone tell me why?How many of you have got it right?Lets continue with the next question.反馈语是课堂教学活动的重要组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，也是推动课堂表现的重要手段，也是推动教学活动进展的有效方法。教学活动进展的有效方法。反馈语反馈语Not bad. Thank you. Good！Thank you. Good. Thats a good answer. Thank you. Quite good! Very good！Great! (You did a good job.)Excellent! (Lets give him/her a big hand!)Wonderful！(Im so proud of you.)Well done! (Good boy/girl.)Your answer is very good! 在使用语言行为评价时教师要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生对老师的表扬和肯定感到真切。切。反馈语反馈语肯定式评语肯定式评语参与式评语参与式评语启发式纠错启发式纠错反馈语的种类反馈语的种类肯定式评语肯定式评语： 教师对学生的课堂表现进行肯定和表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。地夸奖他。要避免敷衍和流于形式。不要滥用不要滥用Good。有的老师过多地。有的老师过多地单一使用单一使用 Good 评价学生的表现，评价学生的表现，很难使学生从中受到激励，激发学习很难使学生从中受到激励，激发学习的积极性。的积极性。 Not bad. Thank you. (Im sure you can do it better next time.)Good！Thank you. (I could see youve practiced a lot.)Good kid. Thats a good answer. Thank you.Quite good! (I really appreciate your effort.)Very good！(I really enjoy it.)肯定性评语肯定性评语Great! (You did a good job.)Excellent! (Lets give him/her a big hand!)Wonderful！(Im so proud of you.)Well done! (Good boy/girl/kid.)Your answer is very good! (I admire your work.)Nice going! (You make a great progress.)肯定性评语肯定性评语What a bright idea! Thank you.Thats a great answer. （I really like it.）You did a good job! (Were so proud of you!)Good point! (I really enjoy it.)Good job! （Im very pleased with your work.）Smart! (What an adorable baby!)肯定性评语肯定性评语Clever! (I envy you very much.)Perfect! （Youre very professional.）You are such a smart boy/girl/kid!You got sharp eyes/ears.I couldnt believe my ears！肯定性评语肯定性评语T: Many people think winter is cold. And what do you think?S: I think winter is warm.T: Why do you think it is warm?S: In winter, I can sit with my parents, and we can watch TV in the living room. I feel warm.T: Yeah, I think it will be warm when you are with your family. 情景情景1：在以上的对话中，教师给予了学生肯定在以上的对话中，教师给予了学生肯定的评价，而不是简单的一句的评价，而不是简单的一句 Cool.或者是或者是Very good.打发学生富有创意同时流露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似简单，却充分体现了教师语言评价的激励性策略。激励性策略。 Comments（评价）（评价）:T: Whats your favorite season?S: My favorite season is summer.T: Why do you like summer?S: Because I can wear my new T-shirt.T: What color is your new T-shirt?S: Its blue.T: Is that your favorite color?S: Yes, I like blue. T: That will be very cool. When you are in blue, you are like the blue sea. 情景情景2：T: Whats your favorite season?S: I like fall. It is pretty.T: Why is it pretty?S: I can see beautiful kites in the sky. I can see colorful trees in the forest. I can see colorful flowers in the park. I can see colorful fruits in the garden.T: Wow, we can see so many nice things in fall. It is so beautiful and pretty. 情景情景3：在上面的师生会话中，教师对于学生的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，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。积极思考、认真完成学习任务的肯定。 Comments（评价）（评价）:激励性评价策略不仅注重学生学习的结果，还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。入到学习活动中去，有效地实现教学目标。 激励性评价策略激励性评价策略:（教师在组织学生观看欣赏完一组关于春天的图片后）（教师在组织学生观看欣赏完一组关于春天的图片后）T: What do you think of spring?S: Spring is busy.T: Why do you think spring is busy?S: I can see many birds. They fly in the forest with friends. Many bees and butterflies fly in the flowers. Ducks swim with friends.T: Wow, you can find so many busy things. Spring is so busy. Are you busy in spring, too?S: Yes, I am very busy in spring. I usually go hiking and fly kites with my parents. Sometimes I climb mountains with my grandpa.T: Wow, you are busy too. 情景情景4：（学习完冬天后，师生讨论冬天）（学习完冬天后，师生讨论冬天）T: Do you like winter?S: Yes, I do. Because winter is white, white is my favorite color.T: I guess you have a white coat.S: Yes, I usually wear my white coat in winter.T: Cool, you will look like a snowman. What else are white?S: The trees are white. The houses are white. The rivers are white. The cars are white. 情景情景5：T: Do you like winter?S: Yes, winter is quiet.T: Why?S: In winter, the birds sleep. The lake sleeps. The animals sleep. The flowers sleep. The trees sleep.T: Wow, we can sleep a long time too.S: Yes. . 情景情景6：在这段课堂教学实录里，教师的评价不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生参与学习过程的内部动机不断地被激发，不断地被激励。发，不断地被激励。Comments（评价）（评价）:小学英语的课程特点使课堂充满诸多评价因素：小学英语的课程特点使课堂充满诸多评价因素：“感知感知”过程中形成的困惑、过程中形成的困惑、“表述表述”过程中的过程中的亮点、亮点、“交流交流”中带来的发散中带来的发散教师要抓住稍教师要抓住稍纵即逝的机会，在学生最需要点拨、引导、深化、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。极展示，促进学生的发展。 Comments（评价）（评价）:教师在学生学习过程、成果展示时，可教师在学生学习过程、成果展示时，可以采用以采用“适时性评价适时性评价”的策略对学生进的策略对学生进行评价，来维持学生的内部动机，激励行评价，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，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。开发他们的智力，激发他们的创造意识。 适时性评价策略适时性评价策略:启发性评价策略启发性评价策略就是在学生参与学习活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，再追问追问一个问题，再评价，再追问这这种种“不断追问不断追问”的启发性策略注重强化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。的英语兴趣和创新意识。 启发性评价策略启发性评价策略:S: I like summer best because I can eat ice cream.T: Wow, what do you think of the ice cream?S: They are sweet.T: Are they cool?S: Yes, they are cool.T: In summer, you can eat sweet and cool ice cream, summer is very .S: Summer is very sweet and cool. 情景情景7：S: I like summer best. I can swim.T: Who do you swim with?S: I swim with my friends.T: Are you happy when you swim together?S: Yes, we are very happy.T: In summer, you can swim with your friends. Summer is so .S: Summer is so happy. We have fun in summer. 情景情景8：S: I like summer best because I can open (turn on) the air-conditioner.T: When you turn on your air-conditioner, is it hot?S: No, it is very cool.T: So what do you do?S: I can quiet read my favorite books in the study. (I can read my favorite books quietly in the study.)T: When you read books quietly in your study, it is .S: It is cool and happy. Summer is good. . 情景情景9：在如上的教学情景中，教师的每次追问都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。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。富知识的欲望和自主探究的意识。 Comments（评价）（评价）:启发性评价策略适用于知识的巩固阶段，特别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。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，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。自主的、创造性的活动的勇气和信心。 Comments（评价）（评价）:参与式评语参与式评语 在采用学生之间互相评价的手段时，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。价时可以使用疑问和反意疑问句。Is it good?Isnt it a good answer?Do you like his / her answer / reading? Did he/she do a good job?I dont think so.He/she did an excellent job, didnt he/she?启发式纠错启发式纠错 当学生犯错误时，教师要避免使用否定当学生犯错误时，教师要避免使用否定的评价语言，如：的评价语言，如：You are wrong. You are wrong. Its not correct. Its not correct. 对回答不出问题对回答不出问题来的学生不要简单地使用来的学生不要简单地使用“Sit down”Sit down”，要给他们可能获得成功的机会，鼓励，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。他们，保护他们的学习积极性。 Thats very close. Go on! Its almost right. Try again, please.Come on! Think it over. Im sure you can do it.Sorry, Im sure you can do it better next time.Im sorry. Would you like a second try? /Would you like to try again?Not bad. Go on, please.Come on, Its very close.It doesnt matter. Im sure you can do it better next time.非语言评价及策略非语言评价及策略非语言评价非语言评价既运用手势，表情（眼神、既运用手势，表情（眼神、面容、微笑）及其他肢体动作语言面容、微笑）及其他肢体动作语言（body languagebody language） 来对学生的学习进来对学生的学习进行的评价。在使用语言行为评价方式的行的评价。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同时注意非语言评价方式的使用可以加强评价效果。强评价效果。方式和策略：方式和策略： 1微笑加语言微笑加语言2 2用力点头用力点头-是一种肯定。是一种肯定。3 3惊讶的表情惊讶的表情+ + 可表示赞赏。可表示赞赏。4 4竖起大拇指，可表示一种高度的赞竖起大拇指，可表示一种高度的赞赏。赏。- -增强自信心，获得成就感。增强自信心，获得成就感。5 5一只手手心朝上不断煽动四指同时一只手手心朝上不断煽动四指同时说道：说道：Yes, come on, come on. Yes, come on, come on. 或或Yes, go onYes, go on。 方式和策略：方式和策略： 6 6鼓掌鼓掌- - 当学生任务完成得出色时，教师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可鼓掌表示赞扬。也可以号召学生一起鼓掌。掌。 掌声可以使人产生成就感，增强自信掌声可以使人产生成就感，增强自信心。心。7 7抚摸孩子的头，拍拍孩子的肩膀也是一抚摸孩子的头，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。种鼓励性的非语言行为的评价手段。布置作业布置作业 ( Assigning Homework)For todays homeworkPractise after classPractise at homeSay it out loud，before you write It downCopyPrintWrite each word twiceRemember（Memorize）these wordssentencesDo your homeworkDo the next lessonDo the new workCopy/Write each word five times.结束课堂教学(Dismissing the class)Hand in your workbooks，pleaseTime is upThe bell is ringingTheres the bellThere goes the bellLets stop hereThats all for todayClass is overGood byeByeSee you next time内容型课堂用语内容型课堂用语语音语音 (Pronunciation)Now, lets practice some sounds. Well begin with the /e/ sound.Sometimes “ea” is pronouncedDid you hear the difference?Open your mouth wide.You pull your mouth.Thats right. Lets try it one more time.拼读拼读(Spelling)Lets spell this word.Can you spell this word?Who would like to spell the word “ heavy” for me?“L,O, N, G” spells “long”.词汇词汇(Vocabulary)Can you tell me what “U.S.” stands for?What is 汤汤 in English?Whats the English for “桃子桃子”?“Alive” is the antonym of the word “dead”.“Fast” is a synonym of the word “quick”.读读(Reading)Im going to read the sentences for you.Who can read the last line/ the title?Well read it a little faster/more quickly.Lets read this one together.I want you to read the conversation in pairs.Ill divide you into two groups. Group One read John and Group Two read Kate.I want you to read this passage loudly.听听(Listening)Lets have some listening practice.Please listen carefully.Listen to the tape and repeat/read after the tape.Listen to the passage/conversation twice and then answer the questions.说说(Speaking)please tell me what you did this last weekend.Could you say something about your hometown?Take a careful look at the picture and then describe what you can see in the park.对子和分组活动对子和分组活动(Pair Work and Group Work)Now Id like you to work in pairs and practice this dialogue.Lets do some pair work.Practise in groups，please Discuss this story in your group.Now you are making trip plans with your friends in each group.角色表演角色表演(Role-playing)Lets actLets act out the dialogueLets do the dialogue Who wants to be A？Now Tom will be A，and the other half will be B Id like another group to act it out again.Could you act (the part of ) John?Who would like to play (the part of) Jenny?游戏游戏（Games)Now, were going to play a game.You will use these words to play the game.Lets play a guessing game.Guess what/where/who it is.If you win the game, you may have some candy.You three play together. You will be first. Whos the first one/winner? Did you win?Well score on the board and see which team wins.讲故事讲故事(Story-telling)Today Im going to tell you a story.Now we are going to read a story about .Long, long ago, there was a Look at the picture here and guess what might happen next? Do you like Snow White ?The night went away and the morning came.歌曲和歌谣歌曲和歌谣(Songs and Rhymes)This morning, we are going to learn a new song.This song is aboutIll sing it first. You listen. OK? Lets sing this song together.This time, we will sing the song a little faster.