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一、引言新教材要求英语教师在课堂上要尽量用英语组织教学，营造一种良好的语言环境。教师究竟做得怎样？还存在哪些问题？解决的方法又是什么？据调查统计，大部分的学生认为，教师课堂上能全部或大部分用英语组织教学,采用了新教材后，课堂上的外语气氛明显变浓了,而且很多教师不仅口语流利，体态语言也运用得好。但另一方面，我们也发现了四个较普遍的问题。对于这些问题，我们不可忽视，值得中学英语教师注意。二、课堂用语存在的问题1、课堂用语不规范，说话错误多教师的教学语言是学生学习的样板，要想培养学生正确使用语言的良好习惯，教师首先应当给学生作出榜样，外语教师尤应如此。可惜课堂上，我们经常听到下面这些不规范的语言：词序不对Can you tell me when did the Second World War begin ? Can you guess what does it mean? 正确的说法：Can you tell me when the Second World War began ? Can you guess what it means ?词形不准Let's see the two sentence. One more students. 正确的说法：Let's see the two sentences. One more student.用词不当Can you make a sentence about "how long" ? I'd like some of the students to come to the front. How is everything about you? 正确的说法：Can you make a sentence with " how long " ? I'd like some of you to come to the front. How is everything with you ? 搭配不全Pay attention the difference. When shall we discuss? 正确的说法：Pay attention to the difference. When shall we discuss it? 语态不通The letter "a" pronounces. 正确的说法：The letter "a" is pronounced.以上列举的各类错误，有些是因教师说话过快，而出现的种种口误。如名词的单复数，宾语从句的词序，动词短语的搭配等。有的则是一些习惯性的错误，如：Teacher: What's your English name ? Student: Smith.Teacher: How to spell it ?这段话毛病出在最后一句话上。不少英语教师经常说 "How to spell the name/word ? 或"How to say in English ?" 遗憾的是，这是个不被人注意的，不符合英语习惯的普遍错误。应该说"How do you spell the word/name ? "当然不是说how to spell这个短语本身有误，而是不宜直接当作问题来问。这种习惯性的错误在课堂上很普遍。虽然口语不能象书面语那样严谨，出现不规范的句子是常有的现象。但是作为语言教师，我们的要求就不同了。平时，在课堂上对学生反复强调的基本语言规则，我们就应该做到"为人言表"。以教师良好的语言习惯为学生示范。2、课堂用语不系统，说话随意性大教学大纲指出："为了使学生的英语与客观事物建立直接联系，提高英语教学效果，在英语教学中要尽量使用英语。"而在课堂教学中，发现部分教师使用课堂用语时随意性大。随意性的表现形式实例："同学们看看例句。" "家庭作业，89页第三题。" "打开书，翻到45 页。"半中文半英文 " Read after me 啊！" "Because 什么？ " ""Open your books at page 27, 做练习二。"中文式的英文"Together answer." "Give you five minutes to read the dialogue." "Sit well."上述实例中，我们看到部分教师课堂用语不严谨，说话随意性大的毛病。时而英文，时而中文。严格地讲，这些教师还没有养成用英语表达思想的语言习惯。3、课堂用语不活泼，说话单调语言的表达应该是丰富多采的。课堂上的表现情况不同，教师的评价语也应有层次变化。老用一个词，老唱一种调，语言就乏味，也不利于调动学生的积极性，更不利于学生的口语发展。在课堂上我们经常听到如下一些千篇一律的用语：Good! Pay attention to .... Understand? How to say ...? OK, Right. 在很多情景中，这些教师爱用的高频率词汇并没有错。然而，情况是变化的。学生在课堂上的表现不同，我们的课堂用语也应该有所不同。例如对学生的回答做肯定的评价。教师可以说That's it. That's right. Good! Very good! Exactly! Great! Great job! Super! 等。根据学生的不同表现，教师使用不同的课堂语言。这样，学生才会因得到一个中肯、客观的评价，而受到激励和鼓舞。教师的课堂用语才会显得生动活泼。4、课堂用语不通俗，说话费解口语有别于书面语，用词要简单，说话要明了。对于外语教师来说，我们所讲的课堂用语要适合学生的实际水平，用学生熟悉的词汇来组织课堂教学。能用小词"small word" 流利地表达思想是一门艺术。可是，我们有些教师在课堂上说英语时，书生气十足，讲话文绉绉的。如："relative" means "relation or person to whom one is related by blood or marriage. If someone is your relative, they belong to the same family as you.不用说，教师这样解释“relative”单词，只会使学生觉得晦涩而难以理解。其主要原因是教师的课堂用语超出了绝大部分学生的英文理解水平。教师解释词汇的语言是从原文辞典中照搬过来的。这种"象书本一样说话"的作法不符合学生的实际。如果我们从学生的实际能力出发，改用学生熟悉的语言来解释这个词，情况也许就会不一样。有一位老师在向学生解释"think"一词时，他的语言就值得我们借鉴:"I see with my eyes. I hear with my ears. I walk with my legs. I speak with my mouth. I think with my head."三、针对存在问题的对策当然，对于开始用英语来组织课堂教学的我们（non native-speaker teachers of English）来说，出现了本文中提到的种种情况，是一个不可避免的阶段，但通过观察、分析和比较，探究如何克服这些课堂用语中出现的毛病乃至最大限度地缩短这个课堂用语的"中介语阶段"，是有必要的。为此，需要注意下面四个方面的问题。1、端正认识用英语组织教学，对于青年教师来说，有一定的基础。主要解决的是一个认识问题。要在思想上重视它，注意课堂用语的系统性、规范性、交际性和针对性。对于部分口语有一定的困难的中老年教师来说，用英语组织教学，首先要消除自卑感，在实践中树立自信心。先备好、讲熟最常用的课堂用语。在此基础上，日积月累，逐渐达到熟练的境地。2、处理好两个关系首先是英语和母语的关系。课堂教学中一定要坚持尽量使用英语的原则。利用学生已学的英语来解释或介绍新的教学内容，以便在真实的教学情景中增强学生运用英语的能力。但在教语法和讲解抽象名词时，可适当利用母语。用英语来概括这个关系就是："Speak English if possible, speak Chinese if necessary." 其次是课堂用语中准确与流利的关系。准确指的是我们用语言表达思想的正确程度（包括语音、语法、用词和语体的正确）；而流利则是指我们表达思想时的流利性。长期以来，教师对学生口语练习中出现的错误，是有错必纠。过分强调语言形式的掌握及语言准确的训练，使不少学生因怕讲错而不敢开口。与此相反，我们不少教师的课堂用语则是流利有余，而准确不足。在课堂教学中，部分教师的课堂用语听起来似乎很流利，但语音、语法错误，逻辑性的错误却比比皆是。有些"低级错误"甚至连听课的学生也能指出来。这种以牺牲语言表达的准确性，来追求"流利"的现象当然不可取。因为，教师的不规范语言直接影响学生的理解和领悟程度。3、扩大课堂用语的交际性课堂用语的交际性，目前还远远没有体现出来。不少教师把课堂用语的使用仅仅局限在少数几句课堂用语中。不敢越雷池半步。放弃了许多师生可以用英语进行交际的机会。例如，教师找到了一本好的工具书，就可以用英语向学生简要地推介或回答学生的提问。有些教师担心学生的水平还不够。其实，学生对这种真实的言语交际活动很感兴趣。关键是教师敢不敢于挑战自己，有没有这种扩大言语交际的意识。还有一些教师担心这样做会影响教学进度。从教学目的是交流的观点来看，这种担心也是多余的。最新的理论表明，真实的语言交际活动是学生认知语言的重要渠道。4、虚心学习，敢于实践对于我们每一位中学英语教师来说，课堂用语所追求的不是最好，而是更好。几乎每一位教师都面临一个"学习--实践--提高"的问题。那么，怎样提高我们教师自身的口语表达能力呢？我个人认为，一要虚心学习，二要敢于实践。虚心学习，首先指的是向书本学习。课堂用语涉及到英语教学体系和专业知识分类的框架。不读一些专业的书籍和刊物，不熟悉一些课堂用语词汇，课堂上就会出现讲"外行话"的现象。其次，要向他人学习，向那些课堂用语讲得准确、流利的老师学习。还可以有目的地收看教育电视台播放的优秀课例，注意从教学效果的角度揣摩其课堂语言特点，从中吸取养分提高自己的课堂用语水平。除了虚心学习，还要大胆实践。把学到的东西运用到自己的课堂教学中来。这样，我们的课堂用语才会规范、流畅、富有变化。
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英语课堂用语(Classroom English)1. 上课（Beginning a class） （1） Class begins!上课.（2）Stand up,please．起立! Sit down,Please．请坐! 2. 问候（Greeting） （3）Good morning/Good afternoon boys and girls／children． （4）How are you today? 3. 考勤（Checking attendance） （5）Who is on duty today?今天谁值日? （6）Is everyone／everybody here?每个人都到了吗? （7）Go back to your seat,please．回到座位上. （8）What day is it today? 今天星期几?（9）What is the date today? 今天几号呀?（10）What is the weather like today? 今天天气怎么样?4. 宣布（Announcing） （11）Let’s learn Lesson One． 我们学…课（12）First,Let’s review. / Let’s have a revision. 首先,让我们复习一下.（13）What did we learn yesterday / last time?上节课我们学了什么? 5. 提起注意（Directing attention） （14）Ready?／Are you ready? 准备好了吗?（15）Understand ? / Clear?／Do you understand? 懂了吗? （16）Be quiet,please．／Quiet,please． 安静!（17）Listen /Look carefully,please 请仔细听/仔细看 !6. 课堂活动（Classroom activities） （18）Read it together．／All together． 大家一起!（19）Let’s do it one by one．一个人一个人的做. （20）Now you,please．／It’s your turn ,（Students name）．轮到你了,….(21) Next,please． 下一个.Don’t speak out．别说出来. 7. 鼓励（Encouraging） （22）Can you try it ? 你能试一试吗?（23）Try your best．／Do your best． 尽力试一试. （24）Don’t be afraid／shy． 别害怕/害羞.8. 指令（Issuing a command） （25）Follow / Read after /me,please.跟我读. （26）Repeat,please．/ Again. 重复.（27）Once more,please．／One more time,please． 再来一次. （28）Hands up/ ,please．请举手. （29）Hands down,please．放下手. （30）Please take out your books．拿出本子. （31）Please open your books at page…／Turn to Page… 打开书到…页.（32）Please answer my question（s）．请回答问题.（33） Please read it loudly. /Loudly ,please. 请大声读.（34）Please stop now．／Stop here,please．现在停止.9. 评价 （35）Good,thank you． 很好,谢谢.OK. / Good／Very good．／Good job．很好,做的很好. Excellent．／Great!／Well done．精彩!很好!太棒了.（36）I don’t think so．我可不这么认为.10. 布置作业（Setting homework） （37） Today’s homework… 今天的作业是…11. 下课（Dismissing the class） （38）That is all for today．今天就讲到这里吧. （39）Class is over．下课.Good bye．Bye． （40） See you next time.下节课见课堂常规用语一、 打招呼（Greetings）Good morning, class.Good afternoon, class 4.Good morning, everybody.Good afternoon, everyone.Good morning, boys and girls.Good afternoon, children.How are you all today?Are you all well this morning?打招呼之后,可以增加一两句(Beginning a chat)Well, did you have a good weekend?Well, did you enjoy the holiday?Well, what did you do yesterday evening?Tell me what you did at the weekend?谈谈学生衣着发型也可以：Oh, you\'ve got a new dress on. It\'s very nice.Oh, you\'ve got a new hair style.二、考勤(Checking attendance)1．点名Right ! I\'m going to call the row.OK ! Listen while I call your names.Now ! I\'ll take the register.Quiet f now, please. Listen while I see if you\'re all here.2．问缺席情况Now ! Let\'s see who\'s absent.Right ! Let\'s see if anyone\'s away.Is anybody absent?Is everybody here?3. 关照新生Oh, are you new?OK, are you a pupil?You have just come to this class (school), haven\'t you?Where do you come from?What\'s your name?Do you like the school?Welcome to our class.4. 谈缺勤原因Where\'s Wang Hai?Does anyone know where Li is?Can anyone tell me where Liu has gone?Who knows when he will be back?Han Meimei is ill today, isn\'t she?5. 关照病愈者You were absent for three lessons last week.Did you catch a cold?Oh, I\'m sorry.You\'ll catch up l won\'t you?Don\'t worry.You\'ve been absent for days, haven\'t you?You were away last lesson, weren\'t you?\' What was the matter?Why were you away?Are you better?How are you feeling now?Do you feel better?Well, Jane, ask your friends to help you.OK, you\'d better ask your neighbour to tell you what we\'ve done.Come and see me after the lesson, OK?三．介绍Now, let me introduce myself.I\'ll just tell you a bit about myself.My name is..., spelt...I\'ve been teaching in the school for 1O years.I come from Shanghai.I worked for a newspaper until last year.And what about you?Will you introduce yourselves?四．开始谈话T: I went to the Summer Palace (引出话题)Yesterday. Did any of you go?No?... Well, (无人回答,问某一学生)What did you do, -.. er... Zhang Hong.Zhang:... er... I-. - er. -. in home. (学生响应断断续续)T: Oh, you stayed at home. (“搭救“说话的学生 )Zhang: Yes, I stay at home.T: OK, you stayed at home. (暗中纠正时态)What did you do then?Zhang:... TV...T: Oh, you watched television 9 didn\'t you? Which programme?(继续问下去困难,可就此打住 )有关用语还有:Tell me what you did 1ast night.Will you te11 me a bit about your weekend?Could you tell us more about the programme?How did you like yesterday\'s party?五．建议 (Suggesting)Let\'s go through the text.Could you open your textbook and find Ex. 5 on page 45?Could you take out the cards?Will you all think of some questions to ask each other?Will you get together in groups and discuss the idea?Try to think it out for yourself.Let\'s work out how you could plan your piece of writing.Now you\'ve answered all the questions in full. You need to say a bitmore about that.You\'d better get that right.六．提起注意 (Directing students\' attention)Quiet, now, please. Let\'s work in pairs.Will you face the people in front of you?Fine. Look again carefully.Are you ready to listen?Are you all listening? OK, then.Now then something new! Let\'s change the topic.That was quite good, let\'s do it once more.七．请求(Making polite requests)Could you possibly plug the cassette player in for me?Can you check thetch is on?Will you go and fetch some chalk?Will you find the wall charts?Has anybody seen the stick/tape/drawing pins?Please could you put it up here?Please would you mind cleaning the board?八．指导 (Giving instructions)1. 纠正语音You\'d better listen again.Will you listen carefully?Now listen to the sound [a:].Not [a ], like this - you try.Don\'t forget it\'s [[] not [a ] in and.Now listen. There\'s something different, What\'s different? Listen.2. 启发思路Suppose a friend needs advice on the subject-You could agree with the other person and say something else.You may ask the reason.Shal1 1 demonstrate? Keep to the same pattern, ~ OK?What do you think the author will say next?I\'ll give you a cue. It\'s something to do with -.Let me give you some help. When did the man use the word?3. 介绍方法You\'d better put them together-Ask each other questions to find out what is different.Look at the sentence before and see if you can guess.You sort out these sentences, then copy them, taking care withcapital letters.You fill the blanks in these sentences, then write them neatly.4. 示范动作Look at what I\'m doing.You may do as I do.Please look at my mouth, like this -.九 宣告 (Announcements)1．宣布教学计划Today we\'re going to do three main things.First l I\'m going to introduce a few new words about weather. Thenyou\'re going to write a dialogue and act it out. After that, we aregoing to learn a new song.2. 宣布某些事项I have something to tell you before you go.There\'s a club meeting on Saturday. If you want to attend it, pleasewrite your name on thispiece of paper.3. 宣布教学项目Well, now, we\'re going to practise a short dialogue.l want to introduce to you a new programme now.十．解释 (Explaining)Listen to me and I\'ll explain the meaning of the word.Let me use the picture to show its meaning.The word ends in \'tion\' so it must be a noun-Let\'s see if you can guess. I\'ll give you an example: -.We can use this sentence to express -.What does it mean in the context? It\'s clear that the man used it toblame the boy.Look at the picture here- The man is standing by the window. Perhapshe is interested inWhat is happening in the street.What might happen in a few minutes? The boy is getting angry withMary.There are three people sitting by the river. They are looking at theship. The ship is very beautiful.十一．禁止 (Forbidding)T: OK t everybody. Quiet now please! No more talking.Wang Hai, stop chatting now. And you, Li Guang! Whose turn is it?S: It\'s my turn. (教学继续进行.)No talking!No chattingStop making a noise.Without disturbing the others.No more shouting !客气一些：Please will you stop interrupting the others JWould you mind not whispering?严重一些：There\'ll be trouble if you go on disturbing the others\'I\'ll report you to Miss Zhou if you go on being silly !更严重些:You shouldn\'t be have (be behaving) like that!Why are you passing notes?You can\'t copy ! Do it on your own !No dreaming1 Wake up! -Stop turning round !训练中禁止No writing while I\'m talking.Don\'t move your lips while (you\'re) reading.No, Wang Hai, that\'s not the way to learn English properly\'No, Han Meimei, it\'s not good to do pair practice like that-You\'re doing it the wrong way.十二．指命 (Issuing a command)By yourself. This is practice for the exam.Books closed.Back into groups, each person can say it in turn.You work in twos with two pictures.Silence.Quiet please.Stop now.Watch how I write it.Watch how to do it.Now, turn round, face the back ) without looking at the board.十三．警告(Warning)Careful. This is a hard sentence-Don\'t forget to write neatly.Make sure your spaces between words are clear.See that your \'U\'s are different from your \'v\' s.Copy them taking care with spelling.Watch your punctuation.
君君仅仅
英语教师在教学中应怎样使用好课堂用语?使每一堂英语课都成为有效课堂呢?我认为应把握以下几方面：一、尽量多用英语组织教学老师应该重视课堂内外坚持说英语的示范性和榜样作用,创设浓厚的英语语言环境氛围.在课外,老师主动用英语与学生打招呼,用上：“hi!”“good morning”等,课堂上用英语进行师生问好、提问、鼓励、表扬等,即教学中用英语进行简单交流,常用上“what”“why”“where”“how”等词,如常与学生进行交流：“what are you doing now?”“ how old are you?”“where did you go yesterday?”“what’s the weather like today?”“what’s the date today?”或用上“who can tell me?”等.组织教学,一段日子下来,你会发现学生会争先恐后地用英语与老师打招和回答问题.从而养成了学生用英语进行交流的习惯,这将有效地提高学生的英语听说能力.二、尽量用浅显、明白、学生能听懂的英语小学阶段的学生只能运用简单的语言形式来展开活动,但他们能够理解的语言形式往往会比能够说出来的多得多.教师尽可能地了解自己学生的知识掌握情况,尽可能多的向学生输入大量的,贴近生活化的语言,在课堂教学中创设一种说英语的氛围,这样,学生才能够积极、主动地与老师配合,才能达到预期的目的.比如教师在教学time这个话题时,先进行一个猜谜活动,为学生输入大量的英语：it is round. you can put it on the wall. you can also put it on the table. it can tell you the time. please have a guess. what’s this? 接受和理解能力较强的学生很快就会猜出来是“o’clock”,但老师不能急于公布答案,应帮助有困难的学生,老师再放慢速度,一边说一边加以辅助动作再说一遍.这样班上大部分学生都会猜出来,教学过程中,猜出谜底是一个内容,更重要的是要让学生理解谜面,听懂老师的描述.长期进行这样的听力和交际训练,学生的听力和口语表达能力将会有明显的提高.三、注意课堂用语的规范性无论是说汉语还是说英语,吐语都要规范.说汉语时普通话过关,克服方言的影响.禁滥用口头语说半句话的习惯,克服概念不清、逻辑混乱的修辞表达.在学生学习初级阶段讲英语时,要注意每个字母、每个音节、每个意群、每个句子都应该在强烈的韵律和节奏的基础上读清楚.在学生初学英语阶段,根据小学生的特点,他们具有很强有模仿性.为此,教师更应准确地说每一个字母、词、句、注意间的高低,语音、语调、语流一系列的问题.四、配合以眼神、表情和肢体语言,形象生动表述和讲解教师通过教态向学生传达信息和传授知识,如：三年级英语第课堂,教师走进教室应面带微笑走上讲台,环视全班学生.如班长说“起立”.如学生起立,教师可伸出双手向下压的动作,示意全班坐下,并说“no”下讲台,走近班长,同时伸手、掌心向上抬起,示意起立和跟读：“stand up”,待完全理解后,再由班长发出指令全班再起立.如果学生回答问题很好或哪方面表现优秀时,老师竖起大拇指表扬：“very good”等.以此来感染学生情绪,增强知识讲解的效果,开发学生的非智力因素.教师还应善于用不同的眼光表情达意,如：当学生做得好时,老师应赞赏的眼神,当学生做错什么事时,老师应用责备的眼光,根据教学的需要、表现出发自内心的情感.身姿、手势、一举一动都要表达出对知识讲解和老师所要表达情感的协调.五、对于讲解生词、难点、重点、应配合以板书为了防止或弥补学生听不清楚或听不懂,把生词、重点、难点应板书出来.这样学生可以更深刻、全面地理解教师所表达的内容.并体现知识结构和讲与练的程序.使学生听觉和视觉相结合,理解更准确、迅速、记忆更牢固.还可以启发、引导和调节学生的思维.但板书也应当与教学内容密切相关,它必须具有针对性、概括性、灵活性、条理性、计划性和示范性.在讲解时需板书的内容,教师必须边演示边讲解、边板书、注意体态动作的协调.六、与其他教学手段密切结合教学中,可用直观教具相结合.直观教具是直接法教学的重要手段,造价师可使语言表达和所指形象直接联系,从而越过翻译.如在教学“what’s this?”句型时,可出示学生最熟悉的钢笔.教师自问自答：“what’s this?”“it’s a pen.”这样学生容易理解句子也可以留下深刻印象.其次,可简笔画进行辅助教学.简笔画应用于教学可以使课堂妙趣横生,可以使学生直接理解所学英语,增强学生学习兴趣.如果在课文教学中,教师可用简笔画做为课文介绍、串讲等,口语教学中借助简笔画可以让学生开展看图回答、看图说话、看图讨论、看图编故事等活动.总之,在英语教学中有简笔画的辅助,可以提高学生的学习积极性,并达到印象深刻、生动、有趣的教学效果.另外,还可以运用多媒体进行辅助教学.教师运用多媒体演示课件,将课堂中教师需要演示的文字、声音、图片、影片等有机地结合到英语教学中取代大部分的的板书和难懂的英语词、句,因此,多媒体辅助教学可使教学生动有趣,重点突出,艺术性强,信息量大,时课堂节奏加快,学生多感官学习,会达到很好的效果.七、注意语言的启发性,激发学生的学习兴趣,求知欲和应答主动性.小学阶段：由于地域原因,有的学生、家长都不太重视英语,而有的学生是担心自己表达不清楚自己的意思而羞于开口.为此,教师在教学中一定要注意激发学生的学习兴趣和发展需要,倡导体验、实践、合作和交流的学习方式及任务型教学方法,在教与学的过程中使学生形成对英语语言的积极情感和学习态度,鼓励学生能够主动思维,大胆实践,培养学生成为视野开阔、思维敏捷、主动、独立的学习者.在教学中,对信心不足的学生需要增强学生的自我接纳度,树立学习英语的信心.其实,学生从心底里期待老师对他们学习行为的认可和接受,他们期待来自老师的鼓励、表扬和欣赏.教师的赞赏会让学生感到一种安全,让他们无忧无虑地投入学习的全部过程,把学习当作一种快乐享受.即对学习不努力,成绩不好的学生也不宜批评,应多用常识教育.即一位教育家说过：“数子十过,不如奖子一长.”教师应多关心学生的心理需要,把孩子的点滴进步都尽量能用语言表达出来.八、注意语言教学的韵律和节奏感、快、慢、高、低符合教学内容需要课堂教学语言的语速一般要比生活用语慢.特别是在教师讲解新内容,出现新语言材料时,教师应比平时的语言速度慢得多.等学生完全理解和掌握时,才可以用正常的速度讲解或叙述.讲解或叙述的过程中应有适度的重复和停顿.九、注意发音用噪技巧音量以后排学生听清楚为度.音质优美、圆润、悦耳、具有穿透性.如果音量过高,对学生太刺激,影响学生思维,产生疲劳感觉、音量过低,学生听不清楚,容易分散注意力,产生昏昏欲睡的感觉.总之,小学英语课堂教学语言是一种以口头形式为主,书面语与形体语等配合和综合运用的特殊语言系统.而英语教学的量终目的是培养学生综合运用英语的能力,以满足学生今后的学习、工作和生活对英语的基本需求.为此,英语教师应把英语课堂生活化,应该让学生对英语语言的学习贴近学生本身的生活经验和实践经历,在课堂教学里创设一种学习英语的氛围,在师生之间展开无拘无束的谈话过程,教师也适时地、巧妙地引导学生发表自己的意见和看法,学生将从教师的思想当中汲取学习生活的养分,切实让每一堂英语课都成为真实有效的课堂.
