2. 考研
  3. [A] Asking for parental involvement [B] Setting up small groups [C] Making classroom events predictable [D] Extendin

[A] Asking for parental involvement [B] Setting up small groups [C] Making classroom events predictable [D] Extendin

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问题     [A] Asking for parental involvement
    [B] Setting up small groups
    [C] Making classroom events predictable
    [D] Extending the patterns of classroom communications
    [E] Supporting students’ use of language for second language acquisition
    [F] Encouraging students to use models
    [G] Allowing variability in the patterns of classroom communications
    How to Teach a Second Language
    It should be evident that the way in which the patterns of communication are established and maintained in second language classroom is not random. Teachers, by virtue of the status they hold and the ways they use language, have the authority to retain control over both the content and structure of classroom communication. At times, teachers tightly control the topic of discussion, what counts as relevant to that topic, who may participate and when. At other times, teachers grant a varying degree of control to their students by allowing them to select the topic of discussion, contribute to what counts as relevant to that topic, and self-select when and how they will participate. Thus, the patterns of classroom communication depend largely on how teachers use language to control the structure and content of classroom events.
    【R1】________
    To promote the patterns of communication in second language classrooms, teachers must establish an atmosphere in and outside the classroom that is encouraging, supporting and accepting of any and all student contributions. This means accepting student contributions not as right or wrong answers but as an indication of where students are, what students understand and how they have made sense of what they are learning. For example, second language students spend much less time in school than outside school. Therefore, what they learn at home and in their primary social communities greatly influences how they learn, talk, act and interact. If teachers wish to promote communications in second language classrooms, they must make efforts to learn about the home culture and social communities of their second language students by working closely with parents and community members.
    【R2】________
    As for second language classroom communication, when students know exactly what is expected of them and have plenty of opportunities to prepare, they are more willing and able to participate in classroom events. To do so, teachers can provide students with models to demonstrate exactly what they are expected to do within the context of full performance.
    【R3】________
    Nevertheless, teachers need to adjust their instructional practices to adapt to their students’ communicative behavior. This means teachers need to bring into classrooms students’ own frames of reference, particularly their cultural beliefs, assumptions and expectations about who they are and what role they should play.
    【R4】________
    Teachers need to find out the most effective form and way to deliver language to students and help their learning. It is proposed that small group activities are more conducive for learning since they tend to distance teachers’ control over the patterns of communication. In addition, small group activities enable students to take a more active role in what they are learning, as well as have more opportunities to contribute to and help formulate the information that is generated and learned.
    【R5】________
    Students are challenged to use language that is beyond their current proficiency level, and their attempts to do so should be supported by teachers. In this way, students have opportunities to participate in a range of language functions and use language in both planned and unplanned discourse. Consequently, students will gradually develop their own ability to master a second language.
    This chapter has examined a range of issues that teachers must consider if they wish to promote more effective language learning of their second language students: they must be willing to look and listen to their students, to see what they are capable of, to alter, adjust and extend what they do, so as to maximize their students’ competencies and performance.
【R2】
选项
答案C
解析 复现结构+无关词排除法。考生定位本填空所对应的原文段落，首先注意到段首出现的信息As for second language classroom communication，这说明了本段的主题是探讨关于second language classroom communication的问题。之后的段落信息主要阐述了“学生如果提前获知对他们的期望并有机会进行准备，他们会更愿意积极参与课堂活动(classroom events)”。本段落中也出现了一个表达上下文存在举例逻辑关系的标志词To do so，之后的段落信息出现了teachers can provide students with models。至此，考生根据所把握的本段落原文信息，起码可以排除如下选项，包括：A项Asking for parental involvement、B项Setting up small groups、E项Supporting students’ use of language for second language acquisition、G项Allowing variability in the patterns of classroom communications，明显这些选项小标题的主旨信息与本段落的原文信息无关。在剩余的两个选项中，F项Encouraging students to use models确实出现了与本段落原文信息“teachers can provide students with models”的复现，但原文的这个信息点是出现在一个具体的例子中，而正确选项应是对整个段落起到概括作用的，一个具体的例子很难有这种概括性的功能，特别再与另外一个C项Making classroom events predictable对比就会发现C项的小标题明显更具有概括性，即“teachers can provide students with models”这个具体办法的目的是什么，其最终目的还是Making classroom events predictable，这样学生才能提前进行充分准备从而积极参与课堂活动，也就是说C项的小标题才是对本段落原文的概括和总结，因此本题答案为C。
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