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1. Introduction
In this thesis， it mainly studies High school English teachers’ use of euphemism in English class from the perspective of pragmatics of politeness principle； the article will expound the function of euphemism between teachers and students in the classroom communication. Politeness is a key factor for communicating smoothly and it can express some nonverbal behaviors. The politeness principle of Leech has six maxims below Leech， P132：
（1） Tact Maxim： Minimize cost to hearer； maximize benefit to hearer.
（2） Generosity Maxim： Minimize benefit to speaker； maximize cost to speaker.
（3） Approbation Maxim： Minimize dispraise of hearer； maximize praise of hearer.
（4） Modesty Maxim： Minimize praise of speaker； maximize dispraise of speaker.
（5） Agreement Maxim： Minimize disagreement between speaker and hearer； maximize agreement between speaker and hearer.
（6） Sympathy Maxim： Minimize antipathy between speaker and hearer； maximize sympathy between speaker and hearer.
It is known that euphemism plays an important role in people’s communication and exists in almost every culture and society. Euphemism derived from the Greek. Its prefix “eu” means good， pleasant and its root “pheme” means speech.
The class communication is a bridge for teachers to expound their views and practice teaching skills. In English class， whether a teacher can master and use communication strategies becomes a determined factor for realization of teaching aims. Due to the certain circumstances， students’ cognitive ability is not mature enough， so they are sensitive to any teacher’s words， especially criticism. Thus， teachers should save students’ faces as far as possible and treat them with the respect. In this way， teachers can more easily gain flavor and respect from their student
2. Case studies
In English class， because the cognitive ability and the affection are different between teachers and students， students may misunderstand teacher’s meaning beyond the actual words and then feel humiliated and depressed by teacher’s direct criticism. At this moment， it needs teachers to change his or her way to euphemistically communicate with students.
2.1 Grasp the right sense of criticism
When the teacher criticizes students， he or she should make clear the degree of mistakes. Don’t magnify students’ shortcomings or be too soft on their mistakes. If the teacher criticizes students directly， students will feel frustrated and depressed. Thus， when criticizing students， teachers should not say any bitter words to students. Otherwise， it will cause students’ psychological inversion.
In this thesis， it mainly studies High school English teachers’ use of euphemism in English class from the perspective of pragmatics of politeness principle； the article will expound the function of euphemism between teachers and students in the classroom communication. Politeness is a key factor for communicating smoothly and it can express some nonverbal behaviors. The politeness principle of Leech has six maxims below Leech， P132：
（1） Tact Maxim： Minimize cost to hearer； maximize benefit to hearer.
（2） Generosity Maxim： Minimize benefit to speaker； maximize cost to speaker.
（3） Approbation Maxim： Minimize dispraise of hearer； maximize praise of hearer.
（4） Modesty Maxim： Minimize praise of speaker； maximize dispraise of speaker.
（5） Agreement Maxim： Minimize disagreement between speaker and hearer； maximize agreement between speaker and hearer.
（6） Sympathy Maxim： Minimize antipathy between speaker and hearer； maximize sympathy between speaker and hearer.
It is known that euphemism plays an important role in people’s communication and exists in almost every culture and society. Euphemism derived from the Greek. Its prefix “eu” means good， pleasant and its root “pheme” means speech.
The class communication is a bridge for teachers to expound their views and practice teaching skills. In English class， whether a teacher can master and use communication strategies becomes a determined factor for realization of teaching aims. Due to the certain circumstances， students’ cognitive ability is not mature enough， so they are sensitive to any teacher’s words， especially criticism. Thus， teachers should save students’ faces as far as possible and treat them with the respect. In this way， teachers can more easily gain flavor and respect from their student
2. Case studies
In English class， because the cognitive ability and the affection are different between teachers and students， students may misunderstand teacher’s meaning beyond the actual words and then feel humiliated and depressed by teacher’s direct criticism. At this moment， it needs teachers to change his or her way to euphemistically communicate with students.
2.1 Grasp the right sense of criticism
When the teacher criticizes students， he or she should make clear the degree of mistakes. Don’t magnify students’ shortcomings or be too soft on their mistakes. If the teacher criticizes students directly， students will feel frustrated and depressed. Thus， when criticizing students， teachers should not say any bitter words to students. Otherwise， it will cause students’ psychological inversion.