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发表于 2018-9-29 20:51:04
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三、教学情境分析题
32、……(1)优点(8分)(2)四种具体的纠错方式(8分)(3)其他两种纠错方式(14分)
正确答案：
(1)该教师的教学有以下2个优点： ①合理使用纠错技巧，才有有针对性的教学反馈，以启发引导为主，提高学生的参与度。 ②采用循序渐进的教学方法，从语法结构到语法运用，巩固学生的认识。
(2)该教师发现学生的表达错误时，采取了四种具体的纠错方式，分别是： ①启发法(Elicitation)教师通过以下方式启发学生纠正错误：(1)就学生的错误部分提问，如“How do we say…in English?”，同时放慢语速或稍作停顿;(2)以目光或手势示意该学生继续回答问题;(3)提供几个相关选项供学生选择;(4)如果该学生依然不能说出正确的形式，则请另一位学生提示或回答。例如： T: Now, look at this picture. What’s in it? S1: Three basket of apples. T: Three basket of apples? Is he right?(用目光或手势示意全班学生回答)OK. Please correct it. Ss: Three baskets of apples. T: Yes. Good. Well done. OK(转向犯错的学生), do you understand? ②澄清法(Clarification requests)教师因不明白学生说的话或发现学生的言语出现形式错误而发出明确的信息要求学生纠正，通常使用What? / I’m sorry? / Pardon me? / What do you mean by…? 之类的话。例如： S: I want be a scientist when I grow up. T: Er? I’m sorry? I want… S: I want to be a scientist when I grow up. ③直接纠错法(Explicit correction)直接纠错是指学习者出现错误时，教师打断其语言训练或实践活动，对其错误予以正面纠正(说出正确的语言形式，并让学生改正)。这种纠错方式常用于旨在让学生掌握正确的语言形式而进行的机械操练或侧重语言精确输出的各种练习中。教师直接纠错时使用的课堂用语通常有：You should say… / No, you shouldn’t say that. / Read after me. / Pay attention to… / Oh, you mean… / We don’t say … in English. We say …。例如： T: What did you have for breakfast this morning? S: I have a bottle of milk, an egg and two cakes. T: Oh. You should say “I had a bottle of milk…” Read after me, please. S: Oh, sorry. I had a bottle of milk, an egg and two cakes. ④强调法(Pinpointing)教师重复学生的话，有意重读和拖长出错部分的发音或用升调以表示特别强调，发现这种明显错误所在位置的方法常被用于学生的自我纠错。这种方法既能纠正学生的口语错误，保证学生顺利进行口头叙述，又能顾及学生的面子和自尊心，呵护他们参与口语活动的积极性。例如： T: Where did you spend your holiday this summer? S: I go to Qingdao for my holiday. T: You GO (?) to Qingdao? S: Oh, I went to Qingdao for my holiday. (3)除了以上四种纠错方式，教师在教学中还常用以下两种纠错方式： ①重述法(Recasts)重述是指教师对学生语言表达中的错误进行含蓄纠正。这是一种温和的错误纠正方式，是对学生的表达进行部分肯定之后的纠正。该方法以学生的语言表达为基础，对部分成份或词语进行修正，并保持原表达的意思不变，对于纠正学生口语中的语法错误比较有效。例如： S: He is watch TV.(第一次表达) T: He is watch TV? Patrick is watching a football game on TV.(重述) S: He is watching TV.(第二次表达) T: Right. Go on please. S: She’s do her homework.(第一次表达) T: She’s doing her homework.(重述)Oh, she has a lot of homework to do. S: She’s doing her homework.(第二次表达) ②元语言反馈法(Metalinguistic feedback)元语言反馈是指学生出现言语错误时，教师并不直接说出正确答案，而是对学生的错误进行技术上的分析和描述，如指出词类误用、时态错误等，常用的课堂用语有 Can you find your error? / No, not …. We don’t say … in English. / Do we say that in English? 等。这种方法更适合高中生，尤其是高水平学习者。例如： S: I go to visit my grandparents with my uncle last weekend. T: Do we say “go” here? “Go” is “present tense”. I’m afraid you used a wrong tense. S: I go…went…I went to visit my grandparents last weekend. T: Yeah. I went.
四、教学设计题
33、……某镇普通中学七年级(初中一年级)学生
正确答案:
Teaching type: Listening and speaking class Teaching contents: This lesson is from middle school, and it mainly talks about time schedule of Tony and his sister.
Teaching Objectives: (1) Knowledge objectives ① Students can master the basic knowledge of the listening material. ② Students can master the structure how to describe things at specific time. (2) Ability objectives: ① Students can improve their listening and speaking abilities. (3) Emotional objectives: ① Students can foster the interest and desire of learning English, and fond of taking part in class activities. ②Students can cultivate a good habit. Teaching key and difficult points: Teaching Key point: Students can master the basic knowledge of the listening material.
Teaching Difficult point: Students can foster the interest of learning English.
Teaching Procedures: Step1: Pre-listening (9minutes) 1. Teacher will show student a video about daily life of Jack Ma, and let them talk about it. 2. Teacher ask students to share their daily life in group of 4,and choose 3 representatives to share their ideas. (Justification: Group discussion can strengthen their cooperative spirit and their speaking ability. And they will review some keys words of routine life. Step2: While-listening (6minutes) 1. Students need to listen to the tape for the first time and choose the activities Tony did in the recording. 2. Students need to listen to the tape one more time,and answer some questions in detail. (Justification: Students will improving their listening ability and ability of catching up some key words.) Step3: Post-listening (5minutes) 1. Do the actions and let your partner guess what you are doing . 2.Design a good time schedule for your weekends and share it with your desk mate. 3. Compare the different schedule and talk about which one is a healthier one and why? (Justification: Students can use the words we have leared to express their ideas, and let students realize the importance of cultivate a good habit.)
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