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提问是教师进行课堂教学最基本的方法，长期以来，我国英语教学一直是“教师讲，学生听，教师写，学生记，教师考，学生背”的传统教学，缺乏学生的自主性，没有激发学生探究问题的兴趣，好的问题能产生有效的课堂生成，同时，能够培养学生主动探究问题的动机和思路，发挥学生思维的积极性和创造性，所以，优化课堂提问是英语教学的一个难点。

Questioning is the basic method teachers use in class. The traditional English teaching method of " teacher speaking and student listening; teacher writing and student noting; teacher quizzing and student reciting " has lasted for a long time. It deprives students of their independence, and their interests for studying. Good questions could ensure a efficient lesson, while it can also cultivate students' train of thought and movitaion to get to the bottom of the question, which arouses their acitivity and creativity. Therefore, optimizing the questioning of class is a difficult point in English teaching.

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Questioning is the common way of teachers teaching in class. In the long term,our English teaching is always laid in "teacher gave lectures and exams, and students only took down what they heared and recitated.', which is called traditional teaching method. Usually, the students are lack of activity under this way,and it cannot sitimulate the interest of them to dealing problems.A good queastion can make the lively class.At the same time, it can motivate the students to discover the motivition and generation of the questions, and motivate the activity and creativity of a student . Therefore,Opimizate questioning in class is a difficulty in English teaching.

Questions are teachers of class teaching the basic method, long-term since, our country English teaching has been "teacher speak, students listen, teachers, students and teachers write written examination, students back" of traditional teaching, lack of student's independency, no stimulate students' interest in exploring problems, good questions can produce effective classroom generation, and at the same time, able to train students' active explore issues motive and mentality, exert students' thinking, enthusiasm and creativity of, so, the optimization classroom questioning of English teaching is a difficult problem.

It's been years that the most ordinary way the teachers have got, for class teaching , is raising questions. In our daily teaching, the triditional pattern is as follow, students listen to what the teachers say, they write down from what the teachers write, they recite what the teachers ask, obviously it lacks of initiatives from stutents, as well as the interest in inquiry.
We all konw that presenting smart questions will help us achieve a more effective class, foster the motivations and thoughts for students when they are exploring every single issue, as well as bring their enthusiasm and creativity into play.
Thus, it's indeed a hard nut to crack when it comes to optimizing raising questions in class.
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