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【Abstract】With the development of multi-media and computer technology， discourses are transforming into multi-semiotic， which is a more complex pattern， containing pictures， flash， font colour， tables， layout etc. Based on the multimodal analysis of an excellent lesson on English grammar， this paper explores how to realize meaning construction and interaction in class multimodally， how to make classroom discourse enlightening， vivid and coherent， and thus realize the experiential， interpersonal and textual function of classroom discourse.
【Key words】classroom discourse； multimodality； function analysis
1. Introduction
Teacher talk refers to the speeches that the teacher uses to speak to students when the teacher undertakes teaching tasks in foreign language teaching. Pprevious researches on teacher talk are mainly focus on the amount/ time of teacher talk， teacher’s question， waiting time， etc.， teacher’s feedback and modification of teacher talk. Hence， a study on investigating how to make teacher talk more effective in presenting teaching content and facilitating learners to understand the knowledge presented is of great necessity and emergency.
2. Multimodal Discourse Analysis and Its Theoretical Background
According to Kress
【Key words】classroom discourse； multimodality； function analysis
1. Introduction
Teacher talk refers to the speeches that the teacher uses to speak to students when the teacher undertakes teaching tasks in foreign language teaching. Pprevious researches on teacher talk are mainly focus on the amount/ time of teacher talk， teacher’s question， waiting time， etc.， teacher’s feedback and modification of teacher talk. Hence， a study on investigating how to make teacher talk more effective in presenting teaching content and facilitating learners to understand the knowledge presented is of great necessity and emergency.
2. Multimodal Discourse Analysis and Its Theoretical Background
According to Kress