13.Do you often ask your students to use classroom English? Why?

英语教学中，尽量使用英语，控制使用汉语，是英语教学目的所决定的。英语教学的目的是要培养学生运用英语的能力。实践证明，只有在教学中加强英语实践，多使用英语，让学生大量接触英语，并沉浸在使用英语的氛围中，才能有效地排队母语的干扰，培养运用英语的能力，使学生尽快地习惯于听陌生的外语语音。

Try to use English in English teaching, the control to use Chinese, English teaching purpose. The purpose of English teaching is to cultivate students' ability of using English. Practice has proved that only by strengthening the English practice in teaching, and use English more, let the student contact with English, and immersed in the use of English atmosphere, queue mother tongue interference, can effectively cultivate the ability to use English, make students used to listen to unfamiliar foreign language as soon as possible.

我在我的课堂中是这么做的

I did in my class

１.尽量使用英语组织教学。例如在教学的各个环节可多使用英语课堂用语。凡能以英语表达的，如质疑、评价、补充和纠错、鼓励等，都尽量使用英语，避免使用汉语。考虑到学生的生理、心理、英语语言能力的特点，使用的语言应简单易懂。

1. Try to use English organization teaching. For example, in the teaching of each link can use more English classroom language. That can express in English, such as questioning, evaluation, supplement and correction, encourage, etc., all use English as far as possible, avoid using Chinese. Considering the student's physical, psychological, English language ability, the

characteristics of the language used should be easy to understand.

２.使用直观手段。如实物、图片、教师的动作、表情和课文情景等。学生可以跳过母语。直接把英语和客观事物联系起来。

2. Use visual means. Such as physical, pictures, teachers' movements, expressions and the text scene, etc. Students can skip the mother tongue. The English and directly to the objective things.

３.随着学生英语水平的逐步提高，适当用英语解释英语。只要教师用的都是学过的词句，开始说得慢些，适当重复，加上学生的积极配合，学生是不难听懂英语解释的。

3. With the gradual improvement of the students' English level, appropriate explanation in English English. As long as teachers use is learned words, began to speak slowly, appropriate repetition, together with the students actively cooperate with, the student is not difficult to understand English.

4、坚持大量重复和操练 。这种做法可体现在让学生背诵对话、有用的文章段落，做大量的替换练习，从句型练习到交际等。

4, insist on a lot of repetition and practice. This kind of practice, things let students to recite the dialogue, useful passages, replacement to do lots of practice, from pattern practice to communication, etc.

通过上面的方法，一个学期以来学生课堂口语明显增多，有的学生在展示时，主持课堂时都全部用英语，出乎我意料之外，给了我坚定课堂多说口语的信心。

Through the above method, a semester student classroom English significantly increased, some students in the show,

leading the are all in English, to my surprise, giving me the confidence I firmly say oral English classroom.

14. When he feels nervous in class

当学生感到紧张时

Good morning , everyone. I‘m Ling Yanchun from Yu Cai Primary School . I‘m glad to see you. Today I‘m very happy to talk something with you. My topic is: ―when he feels nervous in class.‖

早上好,每个人。我Yanchun凌从玉Cai小学。我很高兴看到你。今天,我很高兴和你谈谈。我的话题是:“当他在课堂上感觉紧张。”

I think every child is an active and lovely rabbit. In the open air he is active, but when he meets strangers he will be shy, nervous even afraid.

我认为每个孩子都是一个活跃的,可爱的兔子。在露天他是积极的,但当他遇见陌生人他会害羞,紧张甚至害怕。

When a student stands and speaks in front of the classmates, maybe he is very nervous and to be afraid he makes mistakes. Maybe he will flush and take very low voice, like this: My…My…My name is Tom, I‘m 12 years old.

当一个学生站和讲在前面的同学,也许他很紧张,怕他犯错误。也许他会冲洗,并采取非常低的声音,像这样:我…我…我的名字是汤姆,我今年12岁。

I think it‘s very common that a student feels nervous in class. English is a foreign language. Our students are only beginners. Everyone may have troubles in talking. It‘s not a serious problem. The most important is what can we do when they feel nervous.

我认为这是很常见的,一个学生在课堂上感到紧张。英语是一门外语。我们的学生只是初学者。每个人都可能有麻烦在说话。这不是一个严重的问题。最重要的是我们能做什么当他们感到紧张。

When a student feels nervous in talking, personally in my opinion, first, we won‘t be angry, we must remain calm, even smile. Second, we must know the reason at once. Third, we must

当一个学生感到紧张在说话,就我个人而言,在我看来,首先,我们不会生气的,我们必须保持冷静,即使是微笑。第二,我们必须马上知道原因。第三,我们必须

think about how to help him or her immediately. I think they are helpful to the students, to me and to the class.

考虑如何帮助他或她立即。我认为他们是有助于学生,我和类。

Once， we were practicing a dialogue. Several pairs had done it well. When I asked two students to do it , but one failed in talking. I was surprised, because she is a not bad girl. I thought she could do it well, although she didn‘t raised her hand. Why? Her face became red and she was so shy. I realized that she was nervous because she joined the class just a week ago. What should I do? I smiled to her and said,＂Don‘t be nervous, I believe you can do it well. Just have a try. ＂ But she still kept in silence. I had to let her sit down, but I said to her with a smile on my face, ―Listen carefully and later try it again, OK? ‖ She smiled ,too. After another two dialogues , she raised her hand confidently. Did she do a good job? Of course!

有一次,我们练习对话。做了几双好。当我问两个学生去做,但是一个失败在说话。我很惊讶,因为她是一个不错的女孩。我认为她会做的很好,虽然她没有举起了她的手。为什么?她的脸变成了红色的了,她是如此的害羞。我意识到她是紧张因为她加入了类只是一个星期前。我应该做些什么?我笑了,对她说:“别紧张,我相信你可以做得很好。只是试一试。“但她仍然保持沉默。我不得不让她坐下来,但是我对她说带着微笑在我的脸上,“仔细听,后来再试一次,好吗?”她笑了,太。在另一个两个的对话,她自信地举起了她的手。她做了一个好工作?当然!

Since then, she‘s never nervous in class and seldom fails in talking. I think , as a student, she‘s successful. As a teacher, I‘m successful , too.