二、簡答題

　　31.【參考答案】

　　采用演繹法教授語法，教師首先直接講解語法規(guī)則并舉例說明，然后讓學生進行各種替換練習、句子練習等訓練。這種教學方式講解清楚，易于理解。比較適合具有強烈學習動機的學習者。但是在這種方式下，學生對教師的依賴性比較強，學到的語言知識也容易遺忘。演繹法注重形式而非使用，學生處于被動學習的狀態(tài)。采用歸納法教授語法.教師讓學生首先接觸含有語法規(guī)則的語境.然后根據(jù)上下文的信息歸納出語法規(guī)則。這種方法可以增加學生和語言的接觸，有助于激發(fā)學生的參與。使學生理解語法所適用的語境、所表達的含義以及所承載的功能，分析歸納總結語言使用規(guī)律，深化學生對用法的理解，有助于學生分析能力和注意力的培養(yǎng)。但是使用歸納法教授語法，對學生和教師的要求都很高，學生必須能夠主動學習，愿意動腦筋，否則會對規(guī)則的印象不深.難以鞏固。

　　三、教學情境分析題

　　32.【參考答案】

　　(1)該學生犯了13語語法錯誤，用錯了動詞過去式的形式。即My mum buyed the dress for me.buyed→bought，She buyed it in town.buyed→bought。

　　(2)該教師采用了重述法(Recasts)來糾正學生的錯誤。教師對學生語言表達中的錯誤進行了含蓄糾正。即先進行部分肯定之后用正確的語言重述學生的表達，不指出錯誤，而通過不同的語氣(如反問)、語調、眼神、動作等，讓學生自己意識到自己的錯誤。此糾錯技巧對于糾正學生口語中的語法錯誤比較有效。

　　(3)①直接糾錯法(Explicit Correction)

　　當學生出現(xiàn)語言錯誤時，教師打斷語言訓練或實踐活動，對其錯誤予以正面糾正(說出正確的語言形式。并讓學生改正)。這種糾錯方式常用于旨在讓學生掌握正確的語言形式而進行的機械操練或側重語言精確輸出的各種練習中。教師可用以下課堂用語：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…等，例如：

　　T：What did you do last night?

　　S：I go to see a movie with my parents.

　　T：Oh.You should say“I went to see a movie with my parents”.

　　S：Oh.sorry.1 went to see a movie with my parents.

　　②強調糾錯法(Pinpointing)

　　教師重復學生的話.有意重讀并拖長出錯部分的發(fā)音或用升調以表示特別強調。這種方法常用于學生的自我糾錯。這樣既能糾正學生的口語錯誤，保證學生順利進行口頭敘述，又能顧及學生的自尊心，促進他們參與口語活動的積極性。例如：

　　T：Where did you go on vacation this summer?

　　S：I go to Hong Kong for my vacation.

　　T：You go to Hong Kong?

　　S：Oh.1 went to Hong Kong for my vacation.

　�、壑貜图m錯法(Repetition)

　　教師發(fā)現(xiàn)學生的語言錯誤后，可以要求學生重新回答，并使用“Once more./Pardon?/Repeat please."等對學生加以引導。例如：

　　S：Xiao Liu is watch TV.

　　T：He is watch TV?Pardon?

　　S：Xiao Liu is watching TV.

　　T：Right!Go on please.

　　教師在糾正學生的口語錯誤時，不應僅限于一種糾錯方法。在選擇糾錯的方式上，應綜合考慮教學效果，學習者的語言水平、性格特點以及情感因素，做到多種糾錯方法靈活運用。除以上幾種方法外，還有追問法、等待法、反饋法等多種糾錯法。

　　總之.在英語課堂上教師應對學生口語錯誤的嚴重程度以及產生錯誤的原因認真進行分析，充分把握好糾錯的時機，采取靈活多樣的糾錯策略，幫助學生克服因出現(xiàn)錯誤而造成的語言障礙，發(fā)展自我糾錯能力，提高口語水平。

　　四、教學設計題

　　33.【參考設計】

　　Class Type: Reading class

　　Teaching Contents: The Road to Modern English

　　Teaching Objectives:

　　(1) Knowledge objective

　　Students can learn the development of English and the reasons that English has changed over time.

　　(2) Ability objective

　　Students can master predict the content of the text according to the tide and improve their reading abilities through the process of skimming and scanning.

　　(3) Emotional objective

　　Students can have a deeper impression of the popularity of English, realize the importance of learning English and have a higher motivation to learn it.

　　Teaching Key and Difficult Points:

　　How to make students predict before reading, get the general idea and the specific information while reading.

　　Major Steps:

　　Step 1 Pre-reading (6 minutes)

　　Activity 1 Guessing game

　　The teacher asks students to guess the meanings of the sentences which are written in old English.

　　As fair art thou, my bonnie lass,

　　So deep in luve am I;

　　And I will luve thee still, my dear,

　　Till a' the seas gang dry.

　　Then the teacher explains the background knowledge of the sentences.

　　(Justification: The guessing game can arouse students' interest in the topic and activate the class attnosphere.

　　Students will realize that the old English is different from modern English when talking about the meaning of these sentences written in old English, which will get them mentally prepared for the reading comprehension.)

　　Activity 2 Prediction

　　Ask students to make a prediction according to the title of the text.

　　(Justification: Students' predictions will get their mind closer to the theme of the text to be read and make their reading more intriguing and purposeful.)

　　Step 2 While-reading (12 minutes)

　　Activity I Skimming

　　The teacher asks students to read the text, check if they have made the right predictions and try to match the general idea of each paragraph.

　　Choose one or two groups to show their understanding, give comments and make a summary:

　　Paragraph 1Many people all over the world speak English.

　　Paragraph 2Why has English changed over time?

　　Paragraph 3English is now spoken in South Asia.

　　Paragraph 4Native speakers can understand each other even if they don' t speak the same kind of English.

　　Paragraph 5Finally by the 19th centurythe language was settled.

　　Then the teacher checks the answers.

　　(Justification: This step will help students confirm or reject their predictions and get the main idea of the text.)

　　Activity 2 Filling in the blanks

　　The teacher asks students listen to the recording of the text, underline the phrases that have something to do with the time and then fill in the form.

　　Then the teacher checks the answers.

　　(Justification: In the process of filling the form, students' reading skill of scanning for the detailed information will be improved, and it will help student understand the text logically.)

　　Step 3 Post-reading (7 minutes)

　　Activity 1 Retelling

　　T: Suppose you are an English teacher, and you have to give a brief introduction of the development of modern English to your students.

　　Then the teacher asks one of them to show his/her retelling.

　　Activity 2 Group discussion

　　The teacher lets students discuss the question why has English changed over time in groups and asks some of them to share their opinions in class.(The answers may vary. But it doesn't matter what their answers may be. The most important thing is to encourage them to express their own thoughts.)

　　The teacher then makes a summary and emphasizes the importance of learning English.

　　(Justification: Retelling will make students have a better understanding of the text, and the group discussion will encourage them to express their opinions freely.)

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