Classroom English teaching is a touch of art. Only when teachers focus on harmony in emotional dimension, cognitive dimension and developmental dimension during teaching processes, can high and long-term efficiency in English teaching be achieved, and persons who are suitable for social development and qualified for foreign language teaching in colleges and universities be nurtured and educated. Harmony in emotional dimension, cognitive dimension and developmental dimension in an English class help promote mutual respects, trust, understanding and supports between teachers and students, as to remove meaning barriers, emotional barriers and demeanor barriers. And they also contribute to establish student-center in a class to provide students vivid and fairly all-round development during their initiative learning processes which are based on practice. Classroom English teaching is a touch of art. Only when teachers focus on harmony in emotional dimension, cognitive dimension and developmental dimension in teaching processes, can high and long-term efficiency in English teaching be achieved, and who who are suitable for social development and qualified for foreign language teaching in colleges and universities be nurtured and educated. Harmony in emotional dimension, cognitive dimension and developmental dimension in an English class help promote mutual respects, trust, understanding and supports between teachers and students, as to remove meaning barriers, emotional barriers and demeanor barriers. And they also contribute to establish students-center in a class to provide students vivid and fairly all-round development during their initiative learning processes which are based on practice.