As an organic whole, a class can be divided and switched. In other words, a class consists of the teacher's teaching of several aspects of knowledge. The reason why it forms an organic whole is that the combination and connection of these aspects of content often have its own unique beauty - concise and clear, natural and appropriate, and closely connected - like flowing clouds and flowing water, seamless and unknowable. Therefore, if the transitional language that plays a cohesive and combined role in the classroom is spoken well, it will definitely play a beneficial role in improving the quality of classroom teaching and increasing the effectiveness of classroom teaching. To this end, we must understand several ways of transitional language that are often used in the classroom: 2. Induction. Streamline, summarize, summarize, and sort out the numerous contents and issues as necessary to derive the key content and issues, thereby making the purpose and tasks of classroom teaching clearer. Such transitional language often plays the role of an outline. It connects the previous and the next and leads to the next link of classroom teaching. It comes naturally and naturally. The two lessons "Yellow River Elephant" and "Amber" have both similarities and differences. When teaching the lesson "Amber", let students speak freely and ask questions. Among the many questions raised by students, the teacher concluded: "How is the narrative sequence of the lesson "Amber" different from that of "Elephant of the Yellow River"? What is the basis for the imagination of scientists in the lesson "Amber"? Let's solve these two problems below. Question." 3. Questioning style. Through artistically interesting questions, students are brought from one wave to another, so as to realize the seamless transformation of classroom teaching content and the seamless arrangement of the overall classroom structure. This is how Teacher Yu Yi guided the transition when teaching "Climbing Mount Tai in the Rain": The author set out to climb Mount Tai, and the teacher asked: "What did you see of Mount Tai in the rain? What first came into view after passing Daizongfang What kind of wonder is it?" After the students enjoyed the wonders of Hushan Reservoir through reading, the teacher moved forward, "Although the wonders of yellow brocade and white gauze are so beautiful, it's raining heavily. If you don't turn into the Qizhen Temple behind the Queen Mother Temple, "Why is it called the Qizhen Temple?" What kind of scenery is it? Let us enjoy this fairyland-like beauty with the joy of victory. When Teacher Yu Yi used this series of interesting questioning language to send students safely from one wave crest to another, the class passed unknowingly. 4. Adhesive type. Make use of the internal and external connections between language materials and connect them through association and analogy to achieve a close connection. For example, the two lessons "Elephant of the Yellow River" and "Amber" are taught in a narrative sequence that leads to a comparison of the two texts. The use of transitional language in the classroom is often not a single one, but is usually a combination of several methods, which shows the flexible changes in teachers' classroom language. ; At the same time, classroom transitional language has its own characteristics, that is, its guiding and cohesive nature. Therefore, when using it, you must pay attention to being comfortable and comfortable, looking forward and backward, from here to there, and showing your true skills in "guiding" and "connecting".