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。

教师课堂教学语言的质量在某种意义上是教师基本素质的缩影。

教师在使用课堂教学用语时应注意使用策略，要注意体现“人本性”，注重学生的情感因素。

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? Ho w’s it going？
You look so happy, any good news?
OK, class/ boys and girls , are you ready to have class/begin? (Instead of sayin g: “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 kno ws 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 secon d 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 “…”?
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 bab y!) 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！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。