課堂用語100句

1、山東省墾利實驗中學山東省墾利實驗中學 王艷芳王艷芳 Classroom English for Listening and Speaking 聽說課中的課堂用語聽說課中的課堂用語Homework1.將常用課堂用語讀熟，并運用到自己的課堂之中。將常用課堂用語讀熟，并運用到自己的課堂之中。2.根據(jù)教學進度，運用所記課堂用語設計一個聽說課的根據(jù)教學進度，運用所記課堂用語設計一個聽說課的教學案例，并錄自己的說課過程。教學案例，并錄自己的說課過程。教學建議一：1. 看視頻，帶動作學習說課堂日常用語50句；打開兩個音頻文件，要求學員跟讀。2. 學員背過后，小組展示，聽并指出語音語調(diào)中的問題；3. 運用下面

2、的PPT學習剩余的課堂用語。 4. 剩余時間可學習鄭華老師在14年省外專委會議上的技能展示稿。兩兩準備并朗讀展示。志愿者評價。建議：帶動作表演的50句可作為期末匯報演出內(nèi)容。可作為期末匯報演出的內(nèi)容。鄭老師的稿件比較適合A班或B班作為期末匯報演出的內(nèi)容?？商崆跋掳l(fā)，學員準備。稿件需要重新修改為適合更多人表演用的腳本，而這一腳本的撰寫任務就由假期執(zhí)教的老師提前完成，注意腳本臺上臺下的互動性。指令語指令語小學英語課堂用語分類提問語提問語問候語問候語反饋語反饋語教師的反饋語是指在完成語片對話教師的反饋語是指在完成語片對話之后，教師為了強調(diào)、提示、說明之后，教師為了強調(diào)、提示、說明或引入新的話題而補充

3、的話語。它或引入新的話題而補充的話語。它是教師評價和評估學生課堂表現(xiàn)的是教師評價和評估學生課堂表現(xiàn)的重要手段，也是推動教學活動進展重要手段，也是推動教學活動進展的有效方法。反饋語可分為肯定式的有效方法。反饋語可分為肯定式評語、參與式評語和啟發(fā)式糾錯。評語、參與式評語和啟發(fā)式糾錯。 指令是教師組織和維系課堂的重要手段指令是教師組織和維系課堂的重要手段,教教師指令語的質(zhì)量在很大程度上影響學生在師指令語的質(zhì)量在很大程度上影響學生在課堂上的活動課堂上的活動,即語言習得。即語言習得。課堂指令應該課堂指令應該簡潔、清晰，并且和藹、可親，避免過于簡潔、清晰，并且和藹、可親，避免過于生硬。盡量使用學生能夠聽得

4、懂的生硬。盡量使用學生能夠聽得懂的“small words?！坝行┍容^難的可以借助表情手勢有些比較難的可以借助表情手勢等加以輔助。等加以輔助。課前打招呼，課后的告別語。課前打招呼，課后的告別語。A good beginning makes a good ending.教師主教師主動、友好地同學生打招呼，不僅可以喚起動、友好地同學生打招呼，不僅可以喚起學生的注意力，使其為開始上課作好準備，學生的注意力，使其為開始上課作好準備，還可以創(chuàng)造一個平等、和諧、愉快的學習還可以創(chuàng)造一個平等、和諧、愉快的學習氛圍氛圍, 以保證課堂教學的順利進行。課堂教以保證課堂教學的順利進行。課堂教學結束時教師需向?qū)W生宣布

5、學結束時教師需向?qū)W生宣布,并向?qū)W生道別。并向?qū)W生道別。教師在提問時態(tài)度和聲音要和藹、可親。提問語教師在提問時態(tài)度和聲音要和藹、可親。提問語的使用要注意體現(xiàn)對學生的尊重的使用要注意體現(xiàn)對學生的尊重, 不要讓學生感不要讓學生感到緊張，有壓力。注意提問語的使用策略可減輕到緊張，有壓力。注意提問語的使用策略可減輕學生的學習焦慮情緒，保護學生的學習積極性。學生的學習焦慮情緒，保護學生的學習積極性。教師在提問時可以盡量使用像教師在提問時可以盡量使用像“Would you please tell us ?” “Would you like to ?” “May I ask you ?” 等委婉而友好的語氣。

6、等委婉而友好的語氣。問候語舉例：問候語舉例：打招呼打招呼Good morning/afternoon, kids.Its so nice/Im so happy to see you again. Good kids, you look great/ wonderful today.How are you doing, Kids?Hows it going？You look so happy, any good news?Ok, kids, are you ready to have class?Shall we begin our lesson now?Lets start our clas

7、s, shall we?OK, kids, thats all for today. Ill see you next time.Alright kids. Well stop here today.Class is over.See you next time, kids.See you.See you later.Goodbye, kids.Bye, kids. 告別告別Now, kids, class begins.Today, were going to learn Now, open your books, please. Turn to page . Now, kids, plea

8、se look at the blackboard/picture/your books/ page five.Please read the together. One, two, three, go!Now, lets sing the song together.Well, lets go on. Please look at page This time, you do it one by one.Now, listen to me, please.Now, Ill read the , please follow me.Now kids, read after me/ the tap

9、e.Follow me, please.Please show me how well you can do/read it.指令語舉例：指令語舉例：Come to the front, please. / please come to the front. Thank you. Thank you. Please go back to your seat.OK, kids, please stand up.Please sit down.Please work in pairs/ in groups/ individually/ by yourselves.Now, kids, write/

10、put the Chinese/English under/next to each word/picture. Now, lets do the exercise. Now, kids, find a partner and role-play the conversation.Work with your partner and answer the questions.Please stop here.Lets have/take a break.Good kids, be quite, please.Now kids, heres your homework. Please do an

11、d 肯定式評語肯定式評語Not bad. Thank you. (Im sure you can do better next time.)Good kid. Thats a good answer. Thank you. Quite good! (I really appreciate your effort.)Very good！(I really enjoy it.)Excellent! (Lets give him/her a big hand!)Wonderful！(Im so proud of you.)Well done! (Good boy/girl/kid.)Nice goi

12、ng! (You make a great progress.)對學生有創(chuàng)意的、創(chuàng)新的思維火花及靈感，發(fā)言中的閃光點的肯對學生有創(chuàng)意的、創(chuàng)新的思維火花及靈感，發(fā)言中的閃光點的肯定可以使用以下的用語：定可以使用以下的用語：What a bright idea! Thank you.You did a good job! (Were so proud of you!)Clever! (I envy you very much。 )You are such a smart boy/girl/kid! You got sharp eyes/ears. 參與式評語參與式評語Is it good?Isnt

13、 it a good answer?Do you like his/her answer/reading? Did he/she do a good job?Thats a fantastic answer, isnt it？He/she did an excellent job, didnt he/she?Thats very close. Go on! Its almost right. Try again, please.Come on! Think it over. Im sure you can do it.Im sure you can do it if you really tr

14、y. (See? You did it really well.)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.啟發(fā)式糾錯啟發(fā)式糾錯辨析比較辨析比較This question is very, very eas

15、y. Who can answer this question?Please think of this question, is it easy? Would you please have a try? Sit down! You must listen carefully. Im sorry, sit down, please. Would you please think it over again?.Who can answer the question?Who knows the answer?Whod like to have a try?Do you want to try,

16、Lee?Would you like a second try?Would you like someone to help you?Whod like to help?Whod like to read the text?Who can spell the word “”?提問語舉例提問語舉例Can you spell the word “”?Do you know the Chinese/English of the word?Whats the English/Chinese for “”?Any volunteers? Is it clear to you?You see the po

17、int?Got it? / Did you get it?Are you OK with the practice?Have you done/finished your work/exercise yet?A listening and speaking lesson usually has five steps:Warming upLead inPracticeExtensionPresentationLets share our homework.在使用課堂教學用語中存在的在使用課堂教學用語中存在的問題問題問題一：問題一：課堂用語不規(guī)范，說話錯誤課堂用語不規(guī)范，說話錯誤較多較多 e.g.

18、 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?詞序錯誤：詞序錯誤：Lets see the two sentence. One more students.( )( )Lets see the two sentences. One more student.詞形錯誤：詞形錯誤：Can you make a sent

19、ence about “how long”?Can you make a sentence with “how long”?( )( )This is 和和 That is混淆不清混淆不清:指著遠處的“picture”，說得卻是“This is a picture.搭配不當：搭配不當：Pay attention the difference.Pay attention to the difference.( )( )Look at here.Look here.( )( )The letter “A” pronounces.The letter “A” is pronounced.( )( )

20、語態(tài)不當：語態(tài)不當：習慣性錯誤：習慣性錯誤：T: Whats your English name?S: Smith.T: How to spell it?How do you spell it?Summary（總結）（總結）:教師出現(xiàn)的錯誤多為單復數(shù)混用，動詞短教師出現(xiàn)的錯誤多為單復數(shù)混用，動詞短語搭配不當?shù)?。出現(xiàn)這些錯誤的主要原因語搭配不當?shù)取３霈F(xiàn)這些錯誤的主要原因是因為教師說話的語速過快，造成一些口是因為教師說話的語速過快，造成一些口誤；還有一些是因為教師沒有重視自己的誤；還有一些是因為教師沒有重視自己的課堂用語，或是因為自身語言基本功不扎課堂用語，或是因為自身語言基本功不扎實。實。 在使

21、用課堂教學用語中存在的在使用課堂教學用語中存在的問題問題問題二：問題二：課堂用語不系統(tǒng)，說話隨意性大課堂用語不系統(tǒng)，說話隨意性大 中文式英語：中文式英語：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. 在新課改的過程中，教師的語言發(fā)生了很在新課改的過程中，教師的語言發(fā)生了很大變化大變化: :由指令式的語言向商討式的語言轉變；由指令式的

22、語言向商討式的語言轉變；由評判式的語言向建議式的語言轉變；由評判式的語言向建議式的語言轉變；由灌輸式的語言向引導式的語言轉變；由灌輸式的語言向引導式的語言轉變；由統(tǒng)一式的語言向開放式的語言轉變。由統(tǒng)一式的語言向開放式的語言轉變。 Lets watch a short video.小學英語課堂教學用語小學英語課堂教學用語 的基本類型的基本類型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 do

23、wn, please.上課（上課（Beginning a class)上課一開始，教師就主動、友好地用英語上課一開始，教師就主動、友好地用英語同學生打招呼，不僅可以喚起學生的注意同學生打招呼，不僅可以喚起學生的注意力，使其為上課作好準備，還可以創(chuàng)造一力，使其為上課作好準備，還可以創(chuàng)造一個平等、和諧、愉快的學習氛圍個平等、和諧、愉快的學習氛圍, 以保證以保證課堂教學的順利進行。課堂教學的順利進行。問候語（問候語（Greetings) Hello，boys and girlschildren Good morning，classeveryoneeverybodychildrenboys and g

24、irls Good afternoon，classeveryoneeverybodychildrenboys and girls How 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

25、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 to

26、day? Whats the date today? Whats the weather like today?考勤（考勤（Checking attendance） 自我介紹自我介紹（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

27、 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 newdifferent Now le

28、ts 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，please Listen，please Listen carefully，please提醒注意提醒注意 (Directing Attention) Listen to the ta

29、pe recorderthe recording Look carefully，please Look over here Watch carefully Are you watching？ Please look at the blackboardpicturemap Pay attention to your spellingpronunciation Start！Start now Everybody togetherAll together Practice in a group/in groups，please Get into groups of threefour Everybo

30、dy find a partnerfriend In pairs，please One at a time Lets do it one by one課堂活動課堂活動 (Classroom activities) Now you，please Its your turn now（Students name） Next，pleaseNow you do the same，please Lets actLets act outdo the dialogue Who wants to be A？ Practise the dialogue，please Now Tom will be A，and t

31、he other half will be B課堂活動課堂活動 (Classroom activities) Please take（play）the part of Whose turn is it？ Its your turn. Wait your turn，please Stand in lineLine up One by oneOne at a time，please In twosIn pairs Dont speak out Turn around課堂活動課堂活動 (Classroom activities)熱身、新課導入熱身、新課導入 (Warming-up & Int

32、roduction 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”.熱身、新課導入熱身、新課導入 (Warming-up & Introduction to a New Lesson) Have you ever been to t

33、he 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?熱身、新課導入熱身、新課導入 (Warming-up & Introduction to a New Lesson) There are all kinds of fruits in our life

34、: 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 y

35、ou please read the dialogue? 請求請求 (Requests) Can you try？ Try，please Try your bestDo your best Think it over and try again Dont be afraidshy鼓勵鼓勵 (Encouraging)課堂指令是教師組織和維系課堂的課堂指令是教師組織和維系課堂的重要手段，教師指令語在很大程度重要手段，教師指令語在很大程度上影響學生在課堂上的活動，即語上影響學生在課堂上的活動，即語言習得。言習得。指令（指令（Giving instructions)課堂指令應做到清晰、簡潔、準確，課堂

36、指令應做到清晰、簡潔、準確，不能含混不清或出現(xiàn)發(fā)音錯誤；語調(diào)不能含混不清或出現(xiàn)發(fā)音錯誤；語調(diào)自然、語言生動，切忌生硬；盡量使自然、語言生動，切忌生硬；盡量使用學生聽得懂的用學生聽得懂的 “small words”，并輔以表情、手勢等。并輔以表情、手勢等。 SayRead after me，please Follow me，please Do what I do Repeat，pleaseRepeat after me Once more，pleaseOne more time，please Come here，please Please come to the front Come up an

37、d write on the blackboardchalkboard Come and write it on the blackboard Please go back to your seat指示指示/ /演示語演示語 Put your hands up，please Raise your hands, please. Put down your hands ，please Hands down，please Say itWrite it in ChineseEnglish In English, please. Please take out your books Please ope

38、n your books at page Find page.Turn to Page指示指示/ /演示語演示語 Please answer the /my questionquestions Please read this letterwordsentence out loud Please read out this letterwordsentence Please stop nowStop here，please Clean up your deskthe classroom，please Its clean-up time Tidy up your deskthe classroo

39、m Put your things away Clean the blackboard指示指示/ /演示語演示語 Plug （插上）（插上）in the tape-recorder, please. Put the tape-recorder away Put the tape in its boxcassette/kst/ Listen and repeat Look and listen Repeat after me Follow the words. Quickly！Be quick, please Hurry！Hurry up，please Do it fast. Slowly/Sl

40、ow down, please. Bring me some chalk，please Stop talking Stop talking now，please Dont talk Everybody be quiet，please Dont be silly Settle down禁止和警告禁止和警告(Prohibition and warning)教師在提問時態(tài)度要和藹、可親；提問語教師在提問時態(tài)度要和藹、可親；提問語的使用要注意體現(xiàn)對學生的尊重的使用要注意體現(xiàn)對學生的尊重, 不要讓不要讓學生感到緊張，有壓力。正確的提問語可學生感到緊張，有壓力。正確的提問語可減輕學生的學習焦慮情緒，保護學

41、生的學減輕學生的學習焦慮情緒，保護學生的學習積極性。習積極性。提問（提問（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 yo

42、ur work / exercise yet?問與答問與答(Asking and Answering)校對答案和糾錯校對答案和糾錯(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

43、 anyone tell me why? How many of you have got it right? Lets continue with the next question. 在使用語言行為評價時教師要在使用語言行為評價時教師要注意語氣和目光的注視，使學注意語氣和目光的注視，使學生對老師的表揚和肯定感到真生對老師的表揚和肯定感到真切。切。反饋語反饋語 肯定式評語肯定式評語 參與式評語參與式評語 啟發(fā)式糾錯啟發(fā)式糾錯反饋語的種類反饋語的種類肯定式評語肯定式評語： 教師對學生的課堂表現(xiàn)進行肯定和表教師對學生的課堂表現(xiàn)進行肯定和表揚時一定要讓學生感到老師是在由衷揚時一定要讓學生感到老師是

44、在由衷地夸獎他。要避免敷衍和流于形式。地夸獎他。要避免敷衍和流于形式。不要濫用不要濫用Good。有的老師過多地。有的老師過多地單一使用單一使用 Good 評價學生的表現(xiàn)，評價學生的表現(xiàn)，很難使學生從中受到激勵，激發(fā)學習很難使學生從中受到激勵，激發(fā)學習的積極性。的積極性。 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 g

45、ood! (I really appreciate your effort.) Very good！(I really enjoy it.)肯定性評語肯定性評語 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 progr

46、ess.)肯定性評語肯定性評語 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!/ Clever! 肯定性評語肯定性評語 Perfect! （Youre very professional.） You are such a smart boy/gi

47、rl/kid! You got sharp eyes/ears. I couldnt believe my ears！肯定性評語肯定性評語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 wi

48、ll be warm when you are with your family. 情景情景1：在以上的對話中，教師給予了學生肯定在以上的對話中，教師給予了學生肯定的評價，而不是簡單的一句的評價，而不是簡單的一句 Cool.或者或者是是Very good.打發(fā)學生富有創(chuàng)意同時流打發(fā)學生富有創(chuàng)意同時流露出的真情實感。給予學生肯定式評價露出的真情實感。給予學生肯定式評價看似簡單，卻充分體現(xiàn)了教師語言評價看似簡單，卻充分體現(xiàn)了教師語言評價的激勵性策略。的激勵性策略。 Comments（評價）（評價）:T: Whats your favorite season?S: My favorite seaso

49、n 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.

50、 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：在上面的師生會話中，教師對于學生的在上面

51、的師生會話中，教師對于學生的回答并不僅僅給予一個肯定的答復，而回答并不僅僅給予一個肯定的答復，而是實現(xiàn)了語言的交流。在這個過程中，是實現(xiàn)了語言的交流。在這個過程中，既表達了教師對學生敢于展示自己學習既表達了教師對學生敢于展示自己學習成果的贊賞，同時又表達了教師對學生成果的贊賞，同時又表達了教師對學生積極思考、認真完成學習任務的肯定。積極思考、認真完成學習任務的肯定。 Comments（評價）（評價）:激勵性評價策略不僅注重學生學習的結果，還激勵性評價策略不僅注重學生學習的結果，還注重評價學生的思維過程、思維方法和情感表注重評價學生的思維過程、思維方法和情感表達；既有評判性評價，又有激勵性、鼓動

52、性評達；既有評判性評價，又有激勵性、鼓動性評價。這樣的評價讓學生體驗成功，又看到自己價。這樣的評價讓學生體驗成功，又看到自己的努力方向，使他們滿懷信心、積極主動地投的努力方向，使他們滿懷信心、積極主動地投入到學習活動中去，有效地實現(xiàn)教學目標。入到學習活動中去，有效地實現(xiàn)教學目標。 激勵性評價策略激勵性評價策略:（教師在組織學生觀看欣賞完一組關于春天的圖片后）（教師在組織學生觀看欣賞完一組關于春天的圖片后）T: What do you think of spring?S: Spring is busy.T: Why do you think spring is busy?S: I can see

53、 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. Someti

54、mes I climb mountains with my grandpa.T: Wow, you are busy too. 情景情景4：（學習完冬天后，師生討論冬天）（學習完冬天后，師生討論冬天）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 sn

55、owman. 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 l

56、ong time too.S: Yes. . 情景情景6：在這段課堂教學實錄里，教師的評價不在這段課堂教學實錄里，教師的評價不是隨意打斷學生的表述，而是將評價與是隨意打斷學生的表述，而是將評價與學生的展示過程有機地融為一體，使學學生的展示過程有機地融為一體，使學生參與學習過程的內(nèi)部動機不斷地被激生參與學習過程的內(nèi)部動機不斷地被激發(fā)，不斷地被激勵。發(fā)，不斷地被激勵。Comments（評價）（評價）:小學英語的課程特點使課堂充滿諸多評價因素：小學英語的課程特點使課堂充滿諸多評價因素：“感知感知”過程中形成的困惑、過程中形成的困惑、“表述表述”過程中的過程中的亮點、亮點、“交流交流”中帶來的發(fā)散中帶

57、來的發(fā)散教師要抓住稍教師要抓住稍縱即逝的機會，在學生最需要點撥、引導、深化、縱即逝的機會，在學生最需要點撥、引導、深化、激勵之時，運用適時性評價策略，及時對學生的激勵之時，運用適時性評價策略，及時對學生的學習情感態(tài)度、價值觀、學習行為、知識結構進學習情感態(tài)度、價值觀、學習行為、知識結構進行語言評價，幫助學生主動參與、認真操作、積行語言評價，幫助學生主動參與、認真操作、積極展示，促進學生的發(fā)展。極展示，促進學生的發(fā)展。 Comments（評價）（評價）:教師在學生學習過程、成果展示時，可教師在學生學習過程、成果展示時，可以采用以采用“適時性評價適時性評價”的策略對學生進的策略對學生進行評價，來維

58、持學生的內(nèi)部動機，激勵行評價，來維持學生的內(nèi)部動機，激勵學生學習英語課程的主動性和積極性，學生學習英語課程的主動性和積極性，開發(fā)他們的智力，激發(fā)他們的創(chuàng)造意識。開發(fā)他們的智力，激發(fā)他們的創(chuàng)造意識。 適時性評價策略適時性評價策略:啟發(fā)性評價策略啟發(fā)性評價策略就是在學生參與學習活就是在學生參與學習活動的過程中，對學習結果進行評價之后動的過程中，對學習結果進行評價之后追問一個問題，再評價，再追問追問一個問題，再評價，再追問這這種種“不斷追問不斷追問”的啟發(fā)性策略注重強化的啟發(fā)性策略注重強化學生對知識的學習、掌握和運用，促進學生對知識的學習、掌握和運用，促進學生更廣泛地獲取英語知識，培養(yǎng)他們學生更廣泛

59、地獲取英語知識，培養(yǎng)他們的英語興趣和創(chuàng)新意識。的英語興趣和創(chuàng)新意識。 啟發(fā)性評價策略啟發(fā)性評價策略: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

60、. 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