问答题
30分
根据题目要求完成下列任务，用中文作答。 下面是某教师的课堂教学片段：? 片段一：? T: Look at the sentences and fill in the blanks with "that...
根据题目要求完成下列任务，用中文作答。
下面是某教师的课堂教学片段：?
片段一：?
T: Look at the sentences and fill in the blanks with "that" and "what".
(1) She is no longer she used to be.
(2) I lived in you call "Ancient Greece".
(3) The result is he lost the game.
(4) Everybody knows he wants to go abroad.
(5) Many people don't know is the true happiness.
Ss: (Do the job.)
T: Now let's check the answers. (Check the answers and analyze each sentence.)
T: Now please answer the following questions.
Q1: What sentence component does "that" act in the clause?
Q2: What sentence component does "what" act in the clause?
Ss: (Discuss in pairs, think and conclude the rules.)
片段二：?
T: Good! Here is the rule. Who can give us more examples to show the rules?
Ss: ...
T: Now look at the picture and make sentences?
I: By using object and Dredict iive clauses.
请根据所给材料回答下列三三个问题。
(1)这是课堂教学的哪两个环节?该教师在这两个阶段分别采用_『哪两种语法教学方法?
(6分)
(2)该教师在第二个环节中使用了哪种语法操练方法?清作出简要评析．(12分)
(3)除片段中该教师采用的操练方法外，语法操练还有哪些其他谚’式?清简要分析(12分)
下面是某教师的课堂教学片段：?
片段一：?
T: Look at the sentences and fill in the blanks with "that" and "what".
(1) She is no longer she used to be.
(2) I lived in you call "Ancient Greece".
(3) The result is he lost the game.
(4) Everybody knows he wants to go abroad.
(5) Many people don't know is the true happiness.
Ss: (Do the job.)
T: Now let's check the answers. (Check the answers and analyze each sentence.)
T: Now please answer the following questions.
Q1: What sentence component does "that" act in the clause?
Q2: What sentence component does "what" act in the clause?
Ss: (Discuss in pairs, think and conclude the rules.)
片段二：?
T: Good! Here is the rule. Who can give us more examples to show the rules?
Ss: ...
T: Now look at the picture and make sentences?
I: By using object and Dredict iive clauses.
请根据所给材料回答下列三三个问题。
(1)这是课堂教学的哪两个环节?该教师在这两个阶段分别采用_『哪两种语法教学方法?
(6分)
(2)该教师在第二个环节中使用了哪种语法操练方法?清作出简要评析．(12分)
(3)除片段中该教师采用的操练方法外，语法操练还有哪些其他谚’式?清简要分析(12分)
参考解析: (1)该教学片段是课堂教学中的呈现与讲解环节和巩固与运用环节。在呈现语法与讲解阶段，该教师使用了归纳法；在巩固与运用阶段，该教师使用了演绎法。
(2)该教师在巩固与运用阶段使用了意义操练法。首先。该教师要求学生给出更多的例句。虽然该练习有部分模仿的成分，但句子由学生说出，教师的控制有限，学生会依据自己的想法和自身的实际造句。其次，教师给出图片，要求学生根据图片说出更多的句子，也属于意义操练范畴。意义操练的过程是在知识传授和能力培养之间架起一道桥梁，教师向学生单向传授知识转变为师生共同学习的双向交流，使学生动脑、动口学习，从而使他们的语言技能得到培养。
(3)除了意义操练外，常用的语法操练还有机械型操练和交际型操练等。
机械型操练是句型操练的初级阶段，对学生操练时理解的要求较低。其教学目的主要是帮助学生通过多次机械操练，正确无误地记忆句型，养成习惯，并能自动地初步掌握句型。机械性操练的方法有：替换操练、转换操练、并句操练等。
交际型操练要求学生在适当的情境中，自由使用所学的语法项目，用英语进行交流的活动，以培养学生用英语进行正常交际的技能。它强调以交际为目的的意义输出或理解，常见的方法有：讲故事、情景对话、小组讨论、角色扮演等。
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