英語(yǔ)課堂用語(yǔ)匯總.doc

中小學(xué)教育培訓(xùn)機(jī)構(gòu)英語(yǔ)課堂用語(yǔ)一英語(yǔ)課堂用語(yǔ)的基本原則1階段性原則課堂用語(yǔ)兼有講授和語(yǔ)言示范的雙重功能。結(jié)合學(xué)生語(yǔ)言認(rèn)識(shí)的實(shí)際水平，由淺入深、由簡(jiǎn)到繁、由易到難、循序漸進(jìn)2交際性原則英語(yǔ)課堂教學(xué)是英語(yǔ)教學(xué)最直接、最有效的交際情景。（1）抓好起始階段，養(yǎng)成講英語(yǔ)的習(xí)慣。（日常交際英語(yǔ)常用的問(wèn)候語(yǔ)和指令語(yǔ)）（2）根據(jù)單元要求，突出重點(diǎn)，有的放矢。(food /weather)3. 貫穿性原則盡量使用英語(yǔ)的原則 Using English to explain English.Speak English if possible,speak Chinese if necessary.4. 重復(fù)性原則英語(yǔ)教學(xué)語(yǔ)言要注意必要的重復(fù)，重復(fù)突出了教與學(xué)的重點(diǎn)、講與練的重點(diǎn)，能刺激學(xué)生的注意力，提高學(xué)習(xí)效率。尤其是低年級(jí)起始年段，反復(fù)操練運(yùn)用。5. 規(guī)范性原則 教師的課堂用語(yǔ)要注意規(guī)范性，語(yǔ)音語(yǔ)調(diào)要正確，養(yǎng)成良好的表達(dá)習(xí)慣。學(xué)生具有很強(qiáng)的模仿能力。教師應(yīng)注意語(yǔ)音、語(yǔ)調(diào)的準(zhǔn)確和規(guī)范，用語(yǔ)地道，把握好語(yǔ)速節(jié)奏6. 激勵(lì)性原則從心理學(xué)角度來(lái)說(shuō)，鼓勵(lì)性的課堂語(yǔ)言能滿足學(xué)生的成就感，增強(qiáng)其自信，避免挖苦學(xué)生，學(xué)生碰到問(wèn)題，鼓勵(lì)或換種簡(jiǎn)單的方式再問(wèn)一遍。7. 引導(dǎo)性原則合理使用課堂用語(yǔ)能促使學(xué)生思維能力的發(fā)展，引發(fā)其從不同角度觀察和思考問(wèn)題，尋求問(wèn)題答案和解決問(wèn)題的方法，拓展發(fā)散思維。二英語(yǔ)課堂用語(yǔ)的分類1. 問(wèn)候語(yǔ)課前打招呼，課后的告別語(yǔ)。A good beginning makes a good ending.教師主動(dòng)、友好地同學(xué)生打招呼，不僅可以喚起學(xué)生的注意力，使其為開(kāi)始上課作好準(zhǔn)備，還可以創(chuàng)造一個(gè)平等、和諧、愉快的學(xué)習(xí)氛圍, 以保證課堂教學(xué)的順利進(jìn)行。課堂教學(xué)結(jié)束時(shí)教師需向?qū)W生宣布,并向?qū)W生道別。2. 提問(wèn)語(yǔ)教師在提問(wèn)時(shí)態(tài)度和聲音要和藹、可親。提問(wèn)語(yǔ)的使用要注意體現(xiàn)對(duì)學(xué)生的尊重, 不要讓學(xué)生感到緊張，有壓力。注意提問(wèn)語(yǔ)的使用策略可減輕學(xué)生的學(xué)習(xí)焦慮情緒，保護(hù)學(xué)生的學(xué)習(xí)積極性。教師在提問(wèn)時(shí)可以盡量使用像“Would you please tell us ?” “Would you like to ?” “May I ask you ?” 等委婉而友好的語(yǔ)氣。3. 指令語(yǔ)指令是教師組織和維系課堂的重要手段,教師指令語(yǔ)的質(zhì)量在很大程度上影響學(xué)生在課堂上的活動(dòng),即語(yǔ)言習(xí)得。課堂指令應(yīng)該簡(jiǎn)潔、清晰，并且和藹、可親，避免過(guò)于生硬。盡量使用學(xué)生能夠聽(tīng)得懂的“small words?！坝行┍容^難的可以借助表情手勢(shì)等加以輔助。4. 反饋語(yǔ)(評(píng)價(jià)語(yǔ))教師的反饋語(yǔ)是指在完成語(yǔ)片對(duì)話之后，教師為了強(qiáng)調(diào)、提示、說(shuō)明或引入新的話題而補(bǔ)充的話語(yǔ)。它是教師評(píng)價(jià)和評(píng)估學(xué)生課堂表現(xiàn)的重要手段，也是推動(dòng)教學(xué)活動(dòng)進(jìn)展的有效方法。反饋語(yǔ)可分為肯定式評(píng)語(yǔ)、參與式評(píng)語(yǔ)和啟發(fā)式糾錯(cuò)。 三 英語(yǔ)課堂用語(yǔ)使用中的常見(jiàn)問(wèn)題1. 課堂用語(yǔ)不規(guī)范。準(zhǔn)確性不夠。比如我們有時(shí)會(huì)發(fā)現(xiàn)教師會(huì)出現(xiàn)詞序不對(duì)、詞形不準(zhǔn)、用詞不當(dāng)、搭配不當(dāng)、語(yǔ)態(tài)不通)等問(wèn)題，這些錯(cuò)誤，有的是因教師說(shuō)話過(guò)快，而出現(xiàn)的種種口誤。如名詞的單復(fù)數(shù)，賓語(yǔ)從句的詞序，動(dòng)詞短語(yǔ)的搭配等，有的則是一些習(xí)慣性的錯(cuò)誤 。2. 課堂用語(yǔ)過(guò)于隨意，未堅(jiān)持以英語(yǔ)貫穿始終 講中文不講英文，如“同學(xué)們看看例句?！?，“家庭作業(yè)，89頁(yè)第三題?！?半中文半英文“Because 什么？”中文式的英文 “Together answer.” Leave your seat and walk around the class please!“ 允許學(xué)生用漢字記憶單詞。試想, 英語(yǔ)單詞的發(fā)音都具有連貫性, 如果我們替代用幾個(gè)漢字生硬的拼湊出來(lái), 那樣的發(fā)音可想而知. 如小學(xué)生 把“Good morning !”注音為“固的毛寧”?？赡苡X(jué)得可笑, 但這就是現(xiàn)狀。3. 課堂用語(yǔ)單一在聽(tīng)課過(guò)程中發(fā)現(xiàn)一些教師屢次對(duì)學(xué)生們說(shuō) Are you OK? 課后才明白這些教師是想表達(dá)你們準(zhǔn)備好了嗎，或者你們完成了嗎, 而并非你們好嗎。更令人不解的是全班同學(xué)也跟著附和 yes, 分析原因，師生這種答非所問(wèn)的情況不單單是這么一次聽(tīng)課所產(chǎn)生的問(wèn)題，更多的是平時(shí)潛移默化的積累。根據(jù)學(xué)生在課堂上的不同表現(xiàn)，我們的課堂用語(yǔ)也應(yīng)該有所不同。例如對(duì)學(xué)生的回答做出肯定的評(píng)價(jià)。教師可以說(shuō)“Thats it./ Thats right./ Good!/ Very good!/ Exactly! /Great!/ Great job! /Super!”等等。只有這樣，學(xué)生才會(huì)因得到一個(gè)中肯、客觀的評(píng)價(jià)，從而受到激勵(lì)和鼓舞。教師的課堂用語(yǔ)也會(huì)因此顯得生動(dòng)活潑。 4. 課堂用語(yǔ)語(yǔ)音語(yǔ)調(diào)不標(biāo)準(zhǔn)。1.語(yǔ)音問(wèn)題（1）元音發(fā)音不到位：長(zhǎng)短元音區(qū)分不明顯fill, feel, fit ；元音發(fā)音不飽滿； bike, nice, fine元音發(fā)音時(shí)嘴角咧開(kāi)不夠大； name, ape, cake,相似元音發(fā)音區(qū)分不大apple, bag, chant 與pear, bear, egg 。（2）th 發(fā)音不到位。thin, thick, thrill 中，th 發(fā)音不到位；then, than, that 中，th 發(fā)音不到位；（3）輕輔音讀成濁輔音（4）拖音現(xiàn)象（5）缺乏連讀、失爆、重讀技巧2.語(yǔ)調(diào)問(wèn)題：升調(diào)、降調(diào)不分；英音、美音不分。四 英語(yǔ)課堂用語(yǔ)需注意1. 課堂用語(yǔ)簡(jiǎn)短化 比如，可以把“Are you clear？”簡(jiǎn)化成“Clear？”“Please put up your hands”簡(jiǎn)化成“Hands up”經(jīng)過(guò)簡(jiǎn)短化處理后的課堂用語(yǔ)，既保持有原句的表意功能，又能降低學(xué)生聽(tīng)辨、理解和使用的難度，有利于創(chuàng)設(shè)課堂內(nèi)的英語(yǔ)氛圍。 2. 課堂用語(yǔ)體態(tài)化 在課堂上，教師所講英語(yǔ)要盡量使用手勢(shì)、表情、動(dòng)作等體態(tài)語(yǔ)言來(lái)加以說(shuō)明。比如，在指令“Go to your seat and sit down，please”時(shí)，教師可以先指執(zhí)行指令的學(xué)生，再指其座位，然后手掌朝下按動(dòng)示意其坐下。這時(shí)，即使學(xué)生對(duì)“seat”和“sit down”一點(diǎn)都不了解，他也會(huì)回到自己的座位上坐下。這樣，通過(guò)體態(tài)語(yǔ)言的輔助說(shuō)明，不但使教師在課堂上避免了使用漢語(yǔ)，而且可使學(xué)生對(duì)“seat”和“sit down”留下感性認(rèn)識(shí)，為日后的學(xué)習(xí)打下基礎(chǔ)。 3. 課堂用語(yǔ)韻句化 韻句有瑯瑯上口、節(jié)奏感強(qiáng)、好學(xué)易記的特點(diǎn)。對(duì)一些要求學(xué)生會(huì)用的課堂用語(yǔ)，教師可將其編成韻句教給學(xué)生。比如：來(lái)是come，去是go，不知道說(shuō)I dont know；begin起，stop停，Let me try我能行。這種英漢夾雜的“三文治”式韻句，可讓學(xué)生在較短的時(shí)間內(nèi)掌握較多的課堂用語(yǔ)，可以作為warm-up在課前使用，使學(xué)生有興趣與教師一起開(kāi)展本節(jié)課的英語(yǔ)對(duì)話活動(dòng)。 4. 課堂調(diào)控習(xí)慣化 教師先給學(xué)生制定一兩條規(guī)則，要求學(xué)生在聽(tīng)到命令后必須作出怎樣的反應(yīng)就行了。比如，教師可要求學(xué)生在聽(tīng)見(jiàn)“Attention”后馬上坐直、坐正并將雙手放到課桌上；也可要求學(xué)生聽(tīng)見(jiàn)“One， two”后立即趴在課桌上休息，聽(tīng)到“Three，four”才能抬頭坐正。只要學(xué)生養(yǎng)成了聽(tīng)單詞做動(dòng)作的習(xí)慣，課堂調(diào)控便能輕松自如了。5. 課堂教學(xué)直觀化比如，想要考查學(xué)生是否掌握了“an apple”一詞時(shí)，在實(shí)物、圖片等直觀手段的幫助下，只需要問(wèn)“Whats this？”就可以了。小學(xué)階段所涉及的詞匯大都有比較具體的含義，在教學(xué)中，教師完全可以運(yùn)用實(shí)物、圖片、動(dòng)作、簡(jiǎn)筆畫或多媒體教具等直觀手段，讓學(xué)生直接理解和運(yùn)用語(yǔ)言。 6. 適當(dāng)配合母語(yǔ)化 我們?cè)谟须y度的地方，教師進(jìn)行英漢結(jié)合，偶爾穿插一些言簡(jiǎn)意賅的漢語(yǔ)，課堂就會(huì)生動(dòng)有趣，學(xué)生樂(lè)學(xué)。因此，課堂語(yǔ)言的使用要適當(dāng)使用母語(yǔ)，從英漢交叉，到全英語(yǔ)教學(xué)。一定要切合實(shí)際，循序漸進(jìn)，讓學(xué)生能接受，又有所提高，要講求實(shí)效。教師上課自我核對(duì)問(wèn)題：我的教案中寫清楚了每個(gè)教學(xué)活動(dòng)的指令了嗎？我在教學(xué)過(guò)程中都是使用規(guī)范清晰的英語(yǔ)課堂用語(yǔ)了嗎？我盡量用簡(jiǎn)明易懂的英語(yǔ)強(qiáng)調(diào)了新教學(xué)的信息了嗎？學(xué)生學(xué)會(huì)一些語(yǔ)句時(shí)，我盡可能多地用英語(yǔ)與學(xué)生交流了嗎，我把說(shuō)英語(yǔ)的機(jī)會(huì)讓給盡可能多的學(xué)生了嗎？一 問(wèn)候（Greeting）寒暄在課堂教學(xué)中的主要語(yǔ)用功能是傳達(dá)問(wèn)候、互示禮貌，最典型的寒暄用語(yǔ)有：1. Hello/ Good morning / afternoon / evening, class / boys and girls. 2. How are you today? 3. Are you all well this morning / afternoon? 4. Its so nice to see you again. 5. Hello kids, you look great today.6. How are you doing, Kids?7. Hows it going？8. You look so happy, any good news?9. Ok, kids, are you ready to have class?10. Shall we begin our lesson now?11. Lets start our class, shall we?12. OK, kids, thats all for today. 13. Ill see you next time.14. Alright，lets stop here today.15. Class is over.16. See you next time, kids.17. See you later.18. Goodbye, kids.19. Now, kids, class begins.二. 指令（directing）指示學(xué)生收起無(wú)關(guān)學(xué)習(xí)用品1. Put your other books away, please. 2. We dont need these pictures. 3. Will you put them away?準(zhǔn)備學(xué)習(xí)用品4. Take out a piece of paper and your pen. 5. Please take out your books and put them on your desks. 6. Will you take out the worksheets you began yesterday, please? 7. Could you get out the copies you had last time, please? 8. Would you find the handouts we were using last week, please? 9. Could you take out the cards?與他人共享學(xué)習(xí)用品10. Havent you brought yours?11. Well, youll have to share with your neighbour. 12. Have you lost yours?13. Well, you may share with Li Lei.向?qū)W生下發(fā)或傳遞學(xué)習(xí)資料14. Here are some worksheets to hand round. 15. Please pass these papers round. 16. Take one and pass them on. 17. Will you please to give these sheets out?指示學(xué)生打開(kāi)課本，尋找具體頁(yè)碼18. Open your books to page 5. 19. Please open your books at page. 20. Turn to Page. 21. Could you open the textbook and find Ex. 5 on page 45?鼓勵(lì)學(xué)生積極參與課堂活動(dòng)22. Hands up. 23. Put your hand up, please. 24. Raise your hand, please. 25. Put up your hands before asking a question.指揮學(xué)生準(zhǔn)備在黑板上寫畫或在全班面前進(jìn)行表演26. Come to the blackboard (the front). 27. Take a piece of chalk. 28. Please clean the blackboard first. 課堂活動(dòng)指令29. Today, were going to learn 30. Now, open your books, please. 31. Please turn to page . 32. Please look at the blackboard/your books/ page five.33. Please read the together. One, two, three, go!34. This time, you do it one by one.35. Now, listen to me, please.36. Now, Ill read the , please follow me.37. Now kids, read after me.38. Follow me, please.39. Please show me how well you can do it.40. Come to the front, please. 41. please come to the front. Thank you. 42. Thank you. Please go back to your seat.43. Please work in pairs/ in groups/ by yourselves.44. Now, lets do the exercise. 45. Now, kids, find a partner and role-play the conversation.46. Work with your partner and answer the questions.47. Please stop here.48. Lets take a break.49. Good kids, be quite, please.50. Now kids, heres your homework. 三.評(píng)價(jià)（Evaluating）肯定或贊賞1. OK！/ Thats OK. 2. Right. / Yes, you are right. /3. Good! / Good job. 4. A good answer. A correct answer. 5. Oh, youve done a good job. /6. You got it! 7. Thats right. 8. You are doing much better this time. 9. Great！/ Very good! / Excellent! / Wonderful! / Well done! /10. Youve made much progress recently. 11. I am so glad that you .12. Not bad. Thank you. (Im sure you can do better next time.)13. Good kid. Thats a good answer. Thank you. 14. Quite good! (I really appreciate your effort.)15. Very good！(I really enjoy it.)16. Excellent! (Lets give him/her a big hand!)17. Wonderful！(Im so proud of you.)18. Well done! (Good boy/girl/kid.)19. Nice going! (You make a great progress.)對(duì)學(xué)生有創(chuàng)意的、創(chuàng)新的思維火花及靈感，發(fā)言中的閃光點(diǎn)的肯定可以使用以下的用語(yǔ)：20. What a bright idea! Thank you.21. You did a good job! 22. Were so proud of you!23. Clever! Smart! Great! Perfect!24. Excellent! Brilliant!25. You are such a smart boy/girl! 26. You got sharp eyes/ears. 27. Thats very close. Go on! 一般否定28. I am sorry you are wrong. 29. I dont think you are right. 30. Its a pity that your answer is not right. 31. Not bad.Thats almost right. 32. You almost got it. 33. Not quite right, can anyone help him？34. Thats not quite right，any other answers？35. Thats interesting！ OK, lets ask another person. 36. Thats almost right, but who can give a better answer? 37. You didnt do it well this time, did you? 38. All right, lets move on. 39. A good try. Try next time. 40. That doesnt sound very good. You might do it better. 提出質(zhì)疑或糾正41. Are you sure? We will have a discussion later after class. 42. Would you please say it again? 43. Would you speak louder? 44. Think it over and try later. 45. Your article is nearly well done except for some grammar mistakes. 46. Nearly right, but youd better. 47. Pay attention to your spelling. 48. You should say like this . 49. I think you may do it this way. 50. Thats much better, but you forgot something when you pronounced 51. Its almost right. Try again, please.52. Come on! Think it over. Im sure you can do it.53. Im sure you can do it if you really try. (See? You did it really w