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.
【R1】
选项
答案D
解析 复现结构+无关词排除法。考生首先可以对本填空所对应的原文段落的主题信息进行把握，迅速定位一些关键信息点以便于去准确把握原文段落的主旨意思，如下：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. 比如，该原文段落To promote the patterns of communication及encouraging，supporting等。同时段落中出现了一些表达上下文逻辑关系的关键标志词，如For example、Therefore等，这些表达上下文逻辑关系的关键标志词之后的原文信息需要重点把握，这样有助于掌握原文的主旨意思。例如，标志词For example之后给出的例子所阐述的是：“学习外语的学生在校外的时间远超在学校的时间”。而标志词Therefore之后的原文信息从因果关系的角度所阐述的是：“学生在家里和社区所学到的会对他们的学习有极大的影响，因此教师需要努力了解学生的家庭文化和社区状况”，其中也出现了诸如working closely with parents等信息点。考生初步把握上述信息点之后，首先可以运用无关词排除法从7个选项中缩小答案范围，比如B项Setting up small groups和C项Making classroom events predictable的信息明显在原文段落中没有涉及，可以作为无关项排除。其他5个选项的小标题信息中似乎都与原文段落信息有些复现关系，考生只要进一步进行细致的对比分析，就能继续排除无关项。比如：A项Asking for parental involvement，虽然原文的段尾确实出现了working closely with parents的信息点，但这个信息点不是能对整个段落起到概括性作用的主旨信息，予以排除。E项Supporting students’ use of language for second language acquisition和F项Encouraging students to use models虽然都包含encouraging、supporting的信息，但这两个选项小标题所表达的信息重点分别是acquisition和use models，与原文段落的encouraging，supporting and accepting of any and all student contributions并不吻合，均予以排除。在剩余的两个选项中，虽然均出现了patterns of classroom communications的信息点，但通过对原文段落的进一步把握，特别是对段落中的标志词For example和Therefore之后的原文信息的理解，原文段落的主旨应该是阐述“学习外语的学生在课堂外的时间更多，因此教师应该努力去了解学生的家庭文化和社区状况来制定patterns of classroom communications”，而能准确概括这个主旨意思的显然是D项Extending the patterns of classroom communications，因为Extending表达“扩展，扩大”的意思，因此本题答案为D项。
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