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  3. 以下是某初中英语课堂的教学实录片段。 T: Let’s listen to a piece of material. Before listening, I will give you three questions. Question

以下是某初中英语课堂的教学实录片段。 T: Let’s listen to a piece of material. Before listening, I will give you three questions. Question

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问题 以下是某初中英语课堂的教学实录片段。
    T: Let’s listen to a piece of material. Before listening, I will give you three questions.
    Question 1: What’s the main idea of this passage?
    Question 2: What’s the main content of the "one spatial dimension" theory?
    Question 3: Who proposed the "one spatial dimension" theory? Got it? OK. Now I’ll play the recording three times:
    "Did the early universe have just one spatial dimension? That’s the mind-boggling question at the heart of a theory. Scientists say they are on the brink of solving.
    The theory was first proposed by physicist Dejan Stojkovic and colleagues from the University of Buffalo in 2010. They suggested that the early universe—which exploded from a single point and was tiny at first—was one-dimensional (like a straight line) before expanding to include two dimensions (like a plane) and then three, which is the world in which we live today. The theory, if valid, would address important conundrums facing particle physicists."
    T: Are you clear? OK, question 1. Who got the answer?
    Ss: ...
    T: Tina, have a try.
    Tina: Emm, the passage is about...
    T: Fine, how about question 2?
    Tina: Sorry, I don’t know.
    根据所给信息从下列三个方面作答。
该教学环节是否达到了预期教学效果?分析其原因。
选项
答案没有达到预期效果。原因： ①缺乏背景知识的铺垫。听力材料的内容专业性较强，学生缺乏相应的知识储备，教师也没有对其进行简要介绍。 ②没有很好地把握材料的难易度。教师给出的材料中，有些词汇如“one-dimensional，conundrums”超出了该年级学生所要掌握的词汇量。 ③提问缺乏层次性。教师连续抛出三个问题，没有留给学生思考、消化的时间，没有真正向学生确认他们是否明白了问题的含义，营造了过分紧张的学习氛围。
解析
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