Time（min） proportion（%） Time（min） proportion（%） Time（min） proportion（%）

T1 30 25。5 85 16 62。7 9。5 37。3

T2 30 22。4 74。7 12 53。6 10。4 46。4

T3 30 23。6 78。7 15。6 66。1 8 33。9

T4 30 23 76。7 13。5 58。7 9。5 41。3

T5 30 25。2 84 19。1 75。8 6。1 24。2

Average 30 23。9 79。8 15。2 63。6 8。7 36。4

According to the table above, it is obvious that the average proportion of the five teachers’ discourse is 63。6%。 The author thought that the primary students do not have a large number of English vocabularies, lacking of grammar and communicate competence。来:自[优E尔L论W文W网www.chuibin.com +QQ752018766-

The degree of students’ mastery of knowledge has relationship with how clear the teachers’ language expression in English class。 English teachers’ classroom discourse except as a teaching tool for students to learn language input。 The teachers’ discourse certainly will not only influence the teaching effect, but also at the same time can mislead students, the teachers’ classroom discourse of this thesis normative analysis from the following three aspects: (1) classroom discourse should be as correct; (2) teachers’ classroom discourse should try to be accurate; (3) teachers’ classroom discourse should be as appropriate。

3。2 Teachers’ Question Manners

A lot of linguists pided the teacher’s question into two types, one is the display questions, and the other one is the referential questions (Nunan 189)。 Display questions refer to those questions you ask someone to know whether he know right answers。 Used in classroom, Display questions usually indicate those questions that teachers ask students to know whether his teaching achievement is hood or not。 Similar to Display questions, referential questions refer to those questions that you ask because you can’t understand。 For instance:

The teacher asks a learner “What is the past simple form of leave?” in the classroom。