摘要：
鼓掌英语课堂用语applaud，clapapploud一、问候用语 1.Good morning/good afternoon/Hello/Hi,class/ever... 鼓掌英语课堂用语
applaud，clap
apploud
一、问候用语 1.Good morning/good afternoon/Hello/Hi,class/everyone/boys and girls!同学们,上午/下午好! 2.Nice to meet/see you.很高兴见到你们Nice to see/meet you again/It’s nice to see you again.很高兴再次见到你们! 3.Is everyone here?都到齐了吗? 4.Who’s absent today?今天谁没来? 二、组织课堂用语 三、下课,告别用语 1.Now let’s begin our class./class begins上课. 2.Stand up,please.起立!3.Sit down,please.坐下!4.Be quiet!安静! 5.Silence,please.安静!6.Sit up/well.做好!7.One,two,three,go/start!一、二、三开始 8.Ready?准备好了吗?9..Quickly!快!10.Hurry up!赶快! 11.Too slowly!太慢了!12.Loudly!高一些!13.Look at the blackboard/your books.看黑板/书!14.Look at me/her/him.看我/她/他 15.Come to the front,please.请到前面来.16.Come to the blackboard,please.到黑板这里来.17.Go back to your seat,please.回去.18.Do you have any questions?你们有问题吗?19.Understand?明白吗? 20.Pardon?再说一遍好吗?21.Can you hear me?能听见吗?22.Can you see it / the blackboard?能看到它/黑板吗?23.Listen and do the action.听并做动作.24.Listen and point.听并指25.Listen and repeat.听并重复.26.Listen and answer the question.听然后回答问题.27.Listen read and spell the words.听读并拼出这些单词 28.Listen and read twice for each word.听并把每个词读两遍. 29.Read and write.读并写 30.Write it on the blackboard/in your exercise book/workbook/ a piece of paper 把它写在黑板上/你们的练习本上/活动用书/一张纸上 31.Try again,please./Once more,please.再试一次/再来一遍. 32.Pay more attention to this,please.请注意这一点. 33.Put up your hands/Hands up.举起手来 34.Put down your hands/ Hands down.放下手. 35.Now please work in groups/pairs小组/同桌两人讨论 36.Talk to your partner.跟同桌讨论 37.Tell your desk mate 告诉同桌 38.Good!( better best )好!（更好!最好!） 39.Right!正确!40.Yes!是的!41.Very good!非常好!42.Great!太棒了! 43.Wonderful!非常精彩!44.Excellent!很棒的! 45.Great job!做的不错!46.You are great!你真棒!47.You are the winner!你是获胜者!48.claps 鼓掌!49.Stop talking!不要讲话!50.I’m sorry you are wrong.很遗憾,你错了! Class is over. 2.Goodbye/bye-bye.再见! 3.See you!再见! 4.See you tomorrow!明天见! 5.See you on Tuesday.星期二见!
1、Let's start class。=It's time for class。上课。
2、Hello，boys and girls/children。同学们好。
3、Good morning/afternoon，boys and girls/teacher。同学们／老师们，早晨好／下午好。
4、Stand up/Sit down，please。起立／请坐。
5、Who is on duty today？今天谁值日？
6、Is everyone/everybody here/present？大家都出席了吗？
7、Is anyone/anybody absent？有人缺席吗？
8、Who's absent？谁没来？
9、Let's begin our class。咱们上课吧。
10、We'll start/begin a new lesson today。今天我们讲学习新课。
11、What day is it today？今天星期几？
12、What's the weather like today？今天的天气怎么样？
鼓掌英文课堂用语
Let's give him some applauses!
cheer up
1、Let's start class。=It's time for class。上课。
2、Hello，boys and girls/children。同学们好。
3、Good morning/afternoon，boys and girls/teacher。同学们／老师们，早晨好／下午好。
4、Stand up/Sit down，please。起立／请坐。
5、Who is on duty today？今天谁值日？
6、Is everyone/everybody here/present？大家都出席了吗？
7、Is anyone/anybody absent？有人缺席吗？
8、Who's absent？谁没来？
9、Let's begin our class。咱们上课吧。
10、We'll start/begin a new lesson today。今天我们讲学习新课。
11、What day is it today？今天星期几？
12、What's the weather like today？今天的天气怎么样？
对的,big hand 鼓掌give sb. a big hand帮忙，鼓掌
英语老师课堂用语鼓掌
提前跟孩子们说好：one—two—one，two，three
导语：初中和小学有着密切的联系，小学和初中的衔接问题是我们现在应认真考虑的问题。而初中、小学的课堂用语也相差无几。课堂教学用语是教师组织课堂教学活动时所使用的语言，是成功课堂教学的保证之一。下面我为大家整理了初中英语课堂常用语，欢迎阅读！
教师的课堂教学用语从教学功能上可分为五大类：(招呼/问候语，提问语，反馈语，指示/演示语，告别语)
1.招呼/问候语
教师的课堂教学实际上从其走进教室的那一刻起就开始了。A good beginning makes a good ending. 一个好的开端对于一堂课来说非常重要。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。
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?
2.提问语
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。
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?
3.反馈语
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课堂表现的重要手段，也是推动教学活动进展的有效方法。对学生英语学习的评价现在提倡多种方式和多元化。这其中反馈语是教师对学生课堂表现的一种评价方式。教师要注意树立评价意识。不仅要对学生课堂上的学习表现给予评价，对学生情感、态度的表现都应通过评价给予鼓励，达到激励学生的目的。
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。
对学生有创意的，创新的思维火花及灵感要及时地、充分地、大大地给与肯定。不妨使用夸张些的语言。
在语言评价中教师一定要注意语言的使用及使用的策略性。教师的一句话有可能会影响学生的一生。如果教师总是说某个学生笨，这个学生有可能就会认为自己不是学习的料，因而放弃努力。当学生对自己没有信心时，教师的一句鼓励的话，就有可能激励他获得成功。因此，教师在课堂上一定要注意所使用的语言，要注意体现反馈语的“人本性”，注重学生的情感因素。
反馈语可分为肯定式评语、参与式评语和启发式纠错。
(1)肯定式评语
教师在使用肯定式评语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。
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、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：
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)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。教师可以说：同学们说某某同学说得好不好呀?进步大不大呀?
在让学生参加评价时可以使用疑问和反意疑问句：
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) 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：You are wrong. It’s not correct. 对回答不出问题来的学生不要简单地使用“Sit down”，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。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.
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(body language) 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, come on, come on. 或Yes, go on。这种语言行为和非语言行为手势的同时使用，不仅对学生的发言是一种鼓励和肯定，同时还可以激励、引导学生将发言进行下去，启发学生思维。不断的启发和鼓励能够起到引导学生思维，培养思维习惯的作用。
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。这一手段的使用会使回答正确的孩子心中荡起美孜孜的幸福感和对老师的亲近感。这种感觉可以拉近孩子和老师的距离，拉近他们和英语课堂的距离，使他们喜欢上课并激发表达的欲望。对于回答错误的孩子，这一手段的使用可以起到安慰、消除他们心中的不安及沮丧、缓解焦虑情绪的作用。(此方法仅可用于低年级)
4.指示/演示语
在组织课堂教学时，教师使用的指示语和演示语要避免过长和含糊不清，要力求简洁、清晰并且和蔼、可亲，避免过于生硬。例如：
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…
5.告别语
课堂教学结束时教师需向学生宣布,并向学生道别。
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!
piapia piapiapia piapiapiapia piapia (拍手）（一二，一二三，一二三四，一二）
都是多大的孩子啊？小孩子的话我觉得提前约定比较好吧，比如说你一拍手就跟着你拍手，鼓掌的节奏没必要一致吧又不是机器人
英语教师课堂用语鼓掌
导语：初中和小学有着密切的联系，小学和初中的衔接问题是我们现在应认真考虑的问题。而初中、小学的课堂用语也相差无几。课堂教学用语是教师组织课堂教学活动时所使用的语言，是成功课堂教学的保证之一。下面我为大家整理了初中英语课堂常用语，欢迎阅读！
教师的课堂教学用语从教学功能上可分为五大类：(招呼/问候语，提问语，反馈语，指示/演示语，告别语)
1.招呼/问候语
教师的课堂教学实际上从其走进教室的那一刻起就开始了。A good beginning makes a good ending. 一个好的开端对于一堂课来说非常重要。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。
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?
2.提问语
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。
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?
3.反馈语
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课堂表现的重要手段，也是推动教学活动进展的有效方法。对学生英语学习的评价现在提倡多种方式和多元化。这其中反馈语是教师对学生课堂表现的一种评价方式。教师要注意树立评价意识。不仅要对学生课堂上的学习表现给予评价，对学生情感、态度的表现都应通过评价给予鼓励，达到激励学生的目的。
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。
对学生有创意的，创新的思维火花及灵感要及时地、充分地、大大地给与肯定。不妨使用夸张些的语言。
在语言评价中教师一定要注意语言的使用及使用的策略性。教师的一句话有可能会影响学生的一生。如果教师总是说某个学生笨，这个学生有可能就会认为自己不是学习的料，因而放弃努力。当学生对自己没有信心时，教师的一句鼓励的话，就有可能激励他获得成功。因此，教师在课堂上一定要注意所使用的语言，要注意体现反馈语的“人本性”，注重学生的情感因素。
反馈语可分为肯定式评语、参与式评语和启发式纠错。
(1)肯定式评语
教师在使用肯定式评语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。
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、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：
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)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。教师可以说：同学们说某某同学说得好不好呀?进步大不大呀?
在让学生参加评价时可以使用疑问和反意疑问句：
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) 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：You are wrong. It’s not correct. 对回答不出问题来的学生不要简单地使用“Sit down”，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。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.
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(body language) 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, come on, come on. 或Yes, go on。这种语言行为和非语言行为手势的同时使用，不仅对学生的发言是一种鼓励和肯定，同时还可以激励、引导学生将发言进行下去，启发学生思维。不断的启发和鼓励能够起到引导学生思维，培养思维习惯的作用。
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。这一手段的使用会使回答正确的孩子心中荡起美孜孜的幸福感和对老师的亲近感。这种感觉可以拉近孩子和老师的距离，拉近他们和英语课堂的距离，使他们喜欢上课并激发表达的欲望。对于回答错误的孩子，这一手段的使用可以起到安慰、消除他们心中的不安及沮丧、缓解焦虑情绪的作用。(此方法仅可用于低年级)
4.指示/演示语
在组织课堂教学时，教师使用的指示语和演示语要避免过长和含糊不清，要力求简洁、清晰并且和蔼、可亲，避免过于生硬。例如：
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…
5.告别语
课堂教学结束时教师需向学生宣布,并向学生道别。
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!
英语课常用的课堂用语：
pardon 原谅：这个单词翻译直译是原谅等意思，如果学生在课堂上没听清楚，不妨说一句：pardon，相当于“请再说一遍”的意思。
again 虽然也是“再次”的意思，但不宜对着老师直接使用，而是要跟一个 please单词，“again please”，这样比较礼貌。
Can you say that again please？你能再说一遍吗？这是一句比较完整的求助于老师的句子。
You’re great。We should clap for you。棒极了，我们应该为你鼓掌。
Don’t give up。Try your best。别放弃，尽你的全力。
I admire you for your works。我十分佩服你说的话。
Don’t be afraid。Show your confidence。别害怕，拿出你的勇气。
Don’t lose heart。You can try it again。别灰心，你可再试一次。
Whose turn is it to clean the blackboard？ 轮到谁擦黑板了？
Can you see the blackboard clearly？ If not， come up to the front。你们能看清黑板吗？如果不能，向前来一点。
Class begins。Now please open your books and turn to Page 43。Let’s go over what we learned last lesson。Well， look at the dialogue， and let’s practise it once again， shall we？ 首先，让我们复习一下我们上节所学内容，好，看这个对话，让我们再练习一遍。
Have finished the exercises which I gave you last time？ How about revising them again， OK？ 在复习一遍，好吗？
How about another practise on this point？All right？ 对于这一要点，我们在复习一遍，好吗？
Now this is about what we learned last lesson。Are you clear？ 这是我们上节课所学内容，清楚了吗？
I’ll check your homework。Answer these questions according to the last lesson。根据上节内容回答我的问题。
Listen to the dialogue once more and complete these exercises。再听一遍并完成这些练习。
英语课堂鼓掌节奏
人们常说，兴趣是最好的老师。那么到底什么是兴趣------这位最好的老师呢？心理学家认为：兴趣是学生渴求获得知识，探究某种事物或参与某种活动的积极倾向。学习兴趣是推动学生学习的有效动力，是学习动机中最现实、最活跃的心理因素。所以说，激发学生学习英语的兴趣是非常重要的，它可以让英语教学达到事半功倍的效果。一、尽量使用英语来组织课堂教学英语教学的目的是培养学生运用英语的能力。这种能力只有在大量接触英语，并沉浸到使用当中去，才能较快地培养起来。用英语组织课堂教学，可以烘托课堂气氛，让学生感知英语，把学生放在一个英语环境里，用英语的语音、语调激发学生学习英语的兴趣，设法创设英语情景和气氛，使学生宛如置身于一种真实的语言环境中，这样学生就能自然而然地养成用英语表达自己的思想、感情的习惯，增强学生的求知欲，并在无意中强化学生的听说能力，集中学生的学习注意力，兴趣也就由此产生。二、尽量组织好一堂课前几分钟的内容俗话说：好的开始是成功的一半（A good beginning is half done）。一堂课的开端好，也等于是整堂课成功了一半。心理学上认为，注意是掌握知识、从事实践活动必不可少的条件，它使人感受性提高，知觉清晰，思维敏捷，从而使得行动准确、及时。一个良好的开端将会把学生的注意力吸引到老师这里来，也将会给整堂课带来活力和朝气，带来学生热情参与的气氛，从而营造一个活泼、精神振奋，气氛活跃的课堂环境，而这样的课堂环境是激发学生学习兴趣的极为重要的因素。在实践教学中，前几分钟可谈的内容很多，我们可以谈国内国际的新闻等。还可以让学生谈，引导他们谈他们自己身边的事情。有时教师还可预先教学生一些有积极意义的英语谚语，例如：Where there is a will, there is a way. 每次开课就要求学生齐背出来，每星期换一句，这样既让学生学到了知识，又营造了气氛，激发了学生学习的兴趣。三、设立情景表演，激发学生学习的兴趣英语是一种交际工具，英语教学的主要目的是培养学生使用这种交际工具的能力，使用英语进行交际是英语教学的中心问题。教师在传授学生语言交际能力时，教师在教学过程中应当充当组织者、示范者、指导者，应为学生创造一定的接近真实的语言环境，例如说，问路(Ask the way)，借东西(Borrowing Some things),打电话(Making telephones)购物(Shopping)问候(Greetings),等，让学生在一定的语境中进行交际活动，让学生融入角色中去，即情趣盎然，又培养了动口能力，模仿能力，表演能力。通过这种实践，即让学生体会了语言本身的交际功能，也开拓了学生的思维，激发了学生学习的兴趣。四、利用英语歌曲，激发学生学习英语的兴趣英文歌曲教学是一种艺术型教学方式。初中英语教材中，许多英语歌曲简单易懂，节奏感强，朗朗上口，是调节课堂气氛的法宝。英语歌曲动听的旋律、轻快的节奏和生动的内容极大地提高了学生学习英语的兴趣。让学生感觉到上课轻松，有味道，也符合英语教学中所强调的“愉快情景教学法”的原则，使学生从中体验到通过英语歌曲学习英语的成功与快乐。加上教师适当编排的动作，也给学生提供了积极参与的动力，使整个课堂生动活泼，趣味横生。五、利用各种直观教具和电化设备进行教学，以激发学生学习英语的兴趣利用各种直观教具和电化设备进行外语教学，可以使外语教学过程变的生动、形象、直观。利用直观教具如实物、图片、简笔画等，可以使学生的听觉、视觉、运动器官都参加活动，有效吸引学生的注意力，激起学生大脑的兴奋，在一定程度上调动学生的积极性，引起和保持学生的学习兴趣。电化设备如投影机、录音机、幻灯片等多媒体进行外语教学，能使语言知识由文字扩大到声音图像等。这样做能有效吸引学生的注意力，提高学生参与课堂的积极性。同时，也可以节约时间，增加学生的实践量，扩大学生的知识面，有力促进语言知识的巩固，提高课堂效率，增强学生的兴趣。六、运用游戏激发学生学习英语的兴趣在英语课堂教学中，恰当运用英语游戏，不仅可以缓和课堂上的紧张气氛，还有助于消除学生的疲劳。另外，又可以使学生在饶有兴趣的游戏中积极思维，掌握知识。在课堂上，我组织学生玩的最多的还是“Touch games”。 利用这个游戏复习身体各部位的名称，还可以复习诸如desk, pencil-box, chair, coat, sweater, etc. 许多的词汇，我经常以越来越快的速度发出指令“Touch your…”，让学生快速反应做出动作，做错的就站起来，然后表演一个小节目。这样的游戏参与性广，可做性强，使的学生气势高昂，课堂气氛热烈。不仅复习和掌握了大量词汇，还大大激发了学生学习和参与的兴趣。总之，培养和激发学生学习英语的兴趣的方法很多，教师在实践教学中，应根据课堂教学的实际需要，有选择地运用一些教学方法与手段，通过一定的途径，努力使死气沉沉的课堂变得生动、有趣、精彩，充分调动学生的学习积极性，提高学生学习英语的兴趣，全面推进素质教育。“歌者使人忆其声，师者使人继其志”，作为一名教育工作者，任重而道远。希望自己能坚持心中的那份对英语的热爱，坚持对学生那份投入和执着，把它作为自己的一份事业认真去做好它。永远不要放弃对知识的追求，并追求心灵的那份对知识的渴求。
onetwothree——threetwooneonetwothree——ABConetwothree——sitlikeme（加上动作）前两个可以拍手做更有节奏，后一个喊的同时按正确坐姿做好。可以适当表扬谁的坐姿最好。我的看法你的four时间太短暂，可以是four，four，four。当喊到第三个的时候学生基本都都能做好了。
