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 ho

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 ho

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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: ...
根据所给信息从下列三个方面作答。
该设计存在哪些问题?
选项
答案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。
解析
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