【文章內(nèi)容簡介】 生笨，這個學生有可能就會認為自己不是學習的料，因而放棄努力。當學生對自己沒有信心時，教師的一句鼓勵的話，就有可能激勵他獲得成功。因此，教師在課堂上一定要注意所使用的語言，要注意體現(xiàn)反饋語的“人本性”，注重學生的情感因素。反饋語可分為肯定式評語、參與式評語和啟發(fā)式糾錯。（1）肯定式評語教師在使用肯定式評語對學生的課堂表現(xiàn)進行肯定和表揚時，一定要讓學生感到老師是在由衷地夸獎他。要避免敷衍和流于形式。不要濫用?Good?。有的老師過多地單一使用 ?Good? 評價學生的表現(xiàn)，很難使學生從中受到激勵，激發(fā)學習的積極性。參考用語：Not you.(I?m sure you can do better next time.)Good！Thank you.(I could see you?ve practiced a lot.)Good boy/ ?s a good 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.)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： What a bright idea!Thank ?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!（I39。m very pleased with your work.）Smart!(What an adorable baby!)Clever!(I envy you very much。)Perfect!（You39。re very professional.）You are such a smart boy/girl!You got sharp eyes/ couldn?t believe my ears！（2）參與式評語 在采用學生之間互相評價的手段時，教師要注意不要拿學生跟別人比，要拿學生同他自己比。教師可以說：同學們說某某同學說得好不好呀？進步大不大呀？在讓學生參加評價時可以使用疑問和反意疑問句： 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)啟發(fā)式糾錯當學生犯錯誤時，教師要避免使用否定的評價語言，如：You are ?s not “Sit down”，要給他們可能獲得成功的機會，鼓勵他們，保護他們的學習積極性。如：That?s very on!It?s almost again, on!Think it ?m sure you can do ?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 ?m you like a second try? /Would you like to try again? Not on, on, It?s very doesn?t ?m sure you can do it better next 非語言評價—既運用手勢，表情（眼神、面容、微笑）及其他肢體動作語言（body language）來對學生的學習進行的評價。在使用語言行為評價方式的同時注意非語言評價方式的使用可以加強評價效果。方式和策略：① 微笑加語言。② 用力點頭是一種肯定。③ 驚訝的表情 + 可表示贊賞。④ 豎起大拇指，可表示一種高度的贊賞。增強自信心，獲得成就感。⑤ 一只手手心朝上不斷煽動四指同時說道：Yes, e on, e , go on。這種語言行為和非語言行為手勢的同時使用，不僅對學生的發(fā)言是一種鼓勵和肯定，同時還可以激勵、引導學生將發(fā)言進行下去，啟發(fā)學生思維。不斷的啟發(fā)和鼓勵能夠起到引導學生思維，培養(yǎng)思維習慣的作用。⑥ 鼓掌當學生任務完成得出色時，教師可鼓掌表示贊揚。也可以號召學生一起鼓掌。掌聲可以使人產(chǎn)生成就感，增強自信心。⑦ 撫摸孩子的頭，拍拍孩子的肩膀也是一種鼓勵性的非語言行為的評價手段。這一手段的使用會使回答正確的孩子心中蕩起美孜孜的幸福感和對老師的親近感。這種感覺可以拉近孩子和老師的距離，拉近他們和英語課堂的距離，使他們喜歡上課并激發(fā)表達的欲望。對于回答錯誤的孩子，這一手段的使用可以起到安慰、消除他們心中的不安及沮喪、緩解焦慮情緒的作用。（此方法僅可用于低年級）4．指示/演示語在組織課堂教學時，教師使用的指示語和演示語要避免過長和含糊不清，要力求簡潔、清晰并且和藹、可親，避免過于生硬。例如： Now class/ boys and class, class , we?re going to learn …Now, open your books, to page...Now, class/ boys and girls/ children, please look at blackboard/picture/your books/ page read the … , two, three, go!Now, let?s sing the song… , let?s enjoy the song from the , let?s go look at page … This time, you do it one by , listen to the , listen to me, , I?ll read the …, please follow class/ boys and girls/ children , read after me/ the me, follow me, , please.(To answer “ Let me try or let me answer the question ”)the Please show me how well you can do/ read to the front, please./ … please e to the go back to your can go back ?s your turn, , class/ boys and girls/ children , please stand sit do it , go!Please work in pairs/ in groups/ individually/ by , class/ boys and girls/ children, write/put the Chinese/English under/next to each word/, let?s do the , class/ boys and girls/ children, find a partner and roleplay the with your partner and answer the , class/ boys and girls/ children, time is stop working/ talking stop , break ?s have/ take a class/ boys and girls/ children, be quite, class/ boys and girls/ children, here?s your do … and …Don?t forget your ?s … on page …, …on page… 5．告別語課堂教學結(jié)束時教師需向?qū)W生宣布,并向?qū)W生道別。OK, class/ boys and girls/ children, that?s all for ?ll see you next ?s call it a day ?ll see you the day after class/ boys and girls/ ?ll stop here ?ll end up the class is you next time, class/ boys and girls/ you , class/ boys and girls/ , class/ boys and girls/ you a good a good weekend!Have a nice day!第三篇：初中英語課堂用語小結(jié)初中英語課堂用語小結(jié)Class 。Please turn to Page 。We’re going to have a new