2. 职业资格
  3. 下面是某初中教师在教授了“过去进行时”这一语法内容之后设计的练习活动。 Activity 1 T: Hi, what were you doing at 8 p.m. yesterday? S1: I was doing my homework. T: G

下面是某初中教师在教授了“过去进行时”这一语法内容之后设计的练习活动。 Activity 1 T: Hi, what were you doing at 8 p.m. yesterday? S1: I was doing my homework. T: G

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问题 下面是某初中教师在教授了“过去进行时”这一语法内容之后设计的练习活动。
Activity 1
T: Hi, what were you doing at 8 p.m. yesterday?
S1: I was doing my homework.
T: Good. Ask the student behind you the same question.
S1: What were you doing at 8 p.m. yesterday?
S2: I was watching TV. What were you doing at 8 p.m. yesterday?
S3: I was cleaning my room. What were you doing at 8 p.m. yesterday?
…
Activity 2
T: Now let’s see who has the best memory. I was cooking at 6 o’clock yesterday evening. What about you?
S1: I was having dinner.
T: Tell your partner like this: Ms. Zhang was cooking at 6 o’clock yesterday evening. I was having dinner.
S1: Ms. Zhang was cooking at 6 o’clock yesterday evening. I was having dinner.
S2: Ms. Zhang was cooking at 6 o’clock yesterday evening. S1 was having dinner. I was doing some shopping.
S3: ...
根据上面的信息，从下面三个方面作答：
(1)该教师设计的两个活动属于什么类型的语法操练活动?请简要说明。(6分)
(2)该设计中存在什么问题?(12分)
(3)针对存在的问题提出合理的建议。(12分)
选项
答案 (1)教师设计的两个活动都属于机械性操练活动。机械性操练活动的作用是帮助学生熟记、掌握语法规则和形式，一般使用互不连接的单独结构、短语或句子。常见的练习形式有重述操练、替换操练、并句操练等。该教学片段中的两个活动，第一个是重述操练，第二个是记忆挑战，都属于机械性操练活动。 (2)该设计存在以下问题： ①活动没有明确的交际目的，只是在机械地操练语言。 ②活动没有情境，很难引起学生的兴趣，无法令学生产生交际的欲望和真正的交流需要。 ③教师更关注语言的结构和形式而非意义和内容。因此，学生在进行这两项语言活动时，更关注的是怎样说，而不是说什么。 ④由于活动形式有限，学生只能进行极少部分的语言替换，语言形式固定单一，没有使用多样化语言即兴表达的可能。 ⑤教师设计的活动很容易增加学生的焦虑感和紧张感。特别是活动2，学生一直在努力记住前面学生的话，很难将注意力集中于自己要表达的内容上。 ⑥活动规则决定了评价的唯一标准是学生语言的正确程度。学生会有意无意地选择自己有把握的语言进行表达，失去了语言活动的意义。 (3)语法练习的形式有多种，教师可以遵循语言学习的规律，层层深入，循序渐进地设计教学实践活动。例如： ①在活动1结束之后，以图画、图表、关键词等提示信息为基础设计意义性的语法练习。 ②在进行意义性练习之后，教师可以布置一个贴近学生生活的、更真实的任务，让学生在真实的语言情境中进行情境对话、角色表演等，让他们在饶有趣味的语言实践中进行交际，从而感知语言、运用语言、内化语言。
解析
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