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  3. 下面片段选自某初中英语课堂教学实录。 T: Good morning, boys and girls. We talked about "The present perfect tense" yesterday, and I hope you have g

下面片段选自某初中英语课堂教学实录。 T: Good morning, boys and girls. We talked about "The present perfect tense" yesterday, and I hope you have g

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问题 下面片段选自某初中英语课堂教学实录。
T: Good morning, boys and girls. We talked about "The present perfect tense" yesterday, and I hope you have got some idea about it. Do you still remember the forms of the tense?
S1: Have/Has done.
T: You are right, good boy. And who can say a sentence with the form?
S2: Let me try. We have learnt English for a few years.
T: Very good, thank you.
S3: My father have gone to Hangzhou and often tells us about its beautiful scenery there.
T: Oh, you also remember the form, but then, where is your father? Is he still in Hangzhou or back home now?
S3: Back home.
T: Oh, I see, you mean your father went to Hangzhou sometime in the past, and he has come back home from there. And since your father is not you yourself, not I, next time you should say "My father has been to Hangzhou and often tells us about its beautiful scenery there". OK?
请根据该教学片段回答下面三个问题：
(1)该教师的教学有哪些优点?写出两个即可。(8分)
(2)该教师发现学生表达错误时，采取了哪四种具体的纠错方式?(8分)
(3)再列出其他两种纠错方式，并各举一例说明。(14分)
选项
答案 (1)该教师的教学有以下两个优点： ①讲授新课之前采用复习法巩固知识，为学生接下来的学习做好铺垫。案例中的教师采用循序渐进的教学方法，先复习语法结构(现在完成时的基本结构)，再引申到语法运用(造句)，以此来检查学生的掌握情况，帮助学生巩固旧知。 ②合理使用纠错技巧，进行有针对性的教学反馈，以启发引导为主，提高学生的参与度。在案例中该教师采用多种纠错技巧引导学生分辨：have／has been to和have／has gone to，最终使学生掌握其正确用法。 (2)该教师发现学生表达错误时，采取了以下四种纠错方式： ①直接纠错法。 直接纠错是指学生出现错误时，教师打断其语言训练或实践活动，对其错误予以正面纠正(说出正确的语言形式，并让学生改正)。教师直接纠错时使用的课堂用语通常有：You should say…／No，you shouldn’t say that…／Read after me…／Pay attention to…／Oh，you mean…／We don’t say…in English．We say…等。该教师在纠正学生的第三人称单数错误以及has gone to和has been to的不同用法时直接指出其错误“next time you should say…”。 ②重述法。 重述是指教师对学生语言表达中的错误进行含蓄纠正，是对学生的表达进行部分肯定之后的纠正。该方法以学生的语言表达为基础，对部分成分或词语进行修正，并保持原表达的意思不变。该教师针对第三位同学的两次表达，首先进行了部分肯定“Oh，you also remember the form”，然后分别重述了其正确表达形式“My father has been to Hangzhou and often tells us about its beautiful scenery there”“he has come back home from there”。 ③强调法。 教师在纠正学生的表达时有意重读或拖长出错部分的发音或用升调以表示强调。例如：该教师针对学生的语法错误，就对助动词的单数形式has进行了强调。 ④元语言反馈法。 元语言反馈是指学生出现言语错误时，教师对学生的错误进行技术上的分析和描述，如指出词类误用、时态错误等。例如：该教师解释助动词应用第三人称单数has时说“since your father is not you yourself,not I，next time you should say…”。 (3)其他两种纠错方式： ①重复法。 教师发现学生的语言错误后，可以要求学生重新回答，并使用Once more．／Pardon?／Repeat please．等对学生加以引导。 例如： T：What did you have for supper yesterday? S：I have a glass of milk and some dumplings． T：Once more．／Pardon?／Repeat it please． S：I had a glass of milk and some dumplings． T：That’s right． ②追问法。 当学生没能准确回答问题而又未犯语法错误时，教师应鼓励学生继续回答，直到其做出更合理、更符合逻辑的回答。 例如： T：Who told you the news? S：The sports meet will be held in our city next summer． T：Good，but who told you the news，Lily or Jane? S：Jane told me the news.
解析
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