教学中如何平衡流利性与准确性的关系？

【名词&注释】

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[多选题]教学中如何平衡流利性与准确性的关系？

A. ①流利性和准确性没有清晰的界线，流利性和准确性是一个动态过程，要根据学生个人的特点和学习环境的不同而有所权重。一方面，教学内容应包括激发语言习得的语法知识、结构；另一方面，教师要调整和监控长期的学习过程，使学生最终达到流利、准确的口语表达水平。例如：在单词的教学过程中，要让学生模仿录音，当学生出现读错单词的情况时，要立即纠正，使其在学习之初就注重单词发音的准确性；在朗读全篇、整段课文时如果出现发音错误，就不要打断，否则不利于其语言流利性的培养。 ②在教学中为达到准确性，课堂上需要解释话题内容所涉及到的语法概念、范畴及规则。例如，讲到英文中如何表达礼貌时，可以向学生解释：英文中过去时的本质是表达距离现实的遥远，因此可以实现礼貌的功能。这种解释能提升学生的语法意识，同时，还需要向学生解释不同程度表达礼貌的方式适用于不同的场合(正式、一般场合、不正式)，这样可以增强学生对文化差异的理解。在教学中教师选择有交际意义的材料，使学生积极参与到活动中，不断练习，最终实现语言运用流利性与准确性的平衡。

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[单选题]Passage 1 　　Today's adults grew up in and economic system. The amount of time available to learn was fixed: one year per grad amount learned by the end of that time was free to vary: some of us learned a great deal;some, very little. As we advanced through the grades,those who had learned a great deal in previous grades continued to build on those foundations. Those who had failed to master the early prerequisites with in the allotted time failed to learn that which followed. After 12 or 13 years of cumulative treatment of this kind, we were, in effect, spread along an achievement continuum that was ultimately reflected in each students rank in class upon graduation. 　　From the very earliest grades, some students learned a great deal very quickly and consistently scored high on assessments. The emotional effect of this was to help them to see themselves as cap-able learners, and so these students became increasingly confident in school. That confidence gave them the inner emotional strength to take the risk of striving for more success because they believed that success was within their reach. Driven forward by this optimism, these students continued to try hard, and that effort continued to result in success for them. they became the academic and emotional winners. Notice that the trigger for their emotional strength and their learning success was their perception of their success on formal and informal assessments. 　　But there were other students who didn't fare so well. They scored very low on tests, beginning in the earliest grades. The emotional effect was to cause them to question their own capabilities as learners. They began to lose confidence, which, in turn, deprived them of the emotional reserves needed to continue to take risks. As their motivation warned, of course, their performance plummeted These students embarked on what they believed to be an irreversible slide toward inevitable failure and lost hope. Once again, the emotional trigger for their decision not to try was their perception of their performance on assessments. 　　Consider the reality--indeed, the paradox--of the schools in which we were reared. If some students worked hard and learned a lot, that was a positive result, and they would finish high in the rank order. But if some students gave up in hopeless failure, that was an acceptable result, too, because they would occupy places very low in the rank order. Their achievement results fed into the implicit mission of schools: the greater the spread of achievement among students, the more it rein-forced the rank order. This is why, if some students gave up and stopped trying(even dropped out of school) that was regarded as the students problem not the teachers or the school's. 　　Once again, please notice who is using test results to decide whether to strive for excellence or give up in hopelessness. The "data-based decision makers"in this process are students themselves Students are deciding whether success is within or beyond reach, whether the learning is worth the required effort, and so whether to try or not. The critical emotions underpinning the decision making process include anxiety, fear of failure, uncertainty, and unwillingness to take risks all triggered by students' perceptions of their own capabilities as reflected in assessment results. 　　Some students responded to the demands of such environments by working hard and learning a great deal. Others controlled their anxiety by giving up and not caring. The result for them is exactly the opposite of the one society wants. Instead of leaving no child behind, these practices, in effect,drove down the achievement of at least as many students as they successfully elevated. And the evidence suggests that the downside victims are more frequently members of particular socioeconomic and ethnic minorities. 　　Passage 1

Which of the following is closest in meaning to the underlined word "plummeted"in Paragraph 3?

A. Punished timely
B. Continued widely
C. Continued gradually
D. Dropped sharply

[单选题] The process of perceiving others is rarely translated (to ourselves or others) into cold, objective terms."She was 5 feet 8 inches tall, had fair hair, and wore a colored skirt." More often, we try to get inside the other person to pinpoint his or her attitudes, emotions, motivations, abilities, ideas, and characters.Furthermore, we sometimes behave as if we can accomplish this difficult job very quickly-perhaps with a two-second glance. We try to obtain information about others in many ways.Berger suggests several methods for reducing uncertainties about others; who are known to you so you can compare the observed person′s behavior with the known others′ behavior, observing a person in a situation where social behavior is relatively unrestrained or where a wide variety of behavioral responses are called for, deliberately structuring the physical or social environment so as to observe the person′s responses to specific stimuli, asking people who have had or have frequent contact with the person about him or her, and using various strategies in face-to-face interaction to uncover information about another person-question, self-disclosures, and so on. Getting to know someone is a never-ending task, largely because people are constantly changing and the methods we use to obtain information are often imprecise.You may have known someone for ten years and still know very little about him.If we accept the idea that we won′t ever fully know another person, it enables us to deal more easily with those things that get in the way of accurate knowledge such as secrets and deceptions.It will also keep us from being too surprised or shocked by seemingly inconsistent behavior.Ironicajly, those things that keep us from knowing another person too well(e.g.secrets and deceptions) may be just as important to the development of a satisfying relationship as those things that enable us to obtain accurate knowledge about a person (e.g.disclosures and truthful statement).

Some people are often surprised by what other people do.According to Berger, that is mainly because _______.

A. some people are more emotional than others
B. some people are not aware of the fact that we will never completely know another person
C. some people are sensitive enough to sense the change of other people′s attitudes
D. some people choose to keep to themselves

[单选题]Passage 1 NBA centre Jason Collins recently announced he was gay in a cover story for Sports Illustraied. In other words, he "came out of the closet." This expression for revealing one's homosexuality may seem natural. Being in the closet implies hiding from the outside world, and the act of coming out of it implies the will to stop hiding. But though the closet has long been a metaphor for privacy or secrecy, its use with reference to homosexuality is relatively recent. According to George Chauncey's comprehensive history of modern gay culture, Gay New York, the closet metaphor was not used by gay people until the 1960s. Before then, it doesn't appear anywhere "in the records of the gay movement or in the novels, diaries, or letters of gay men and lesbians." "Coming out," however, has long been used in the gay community, but it first meant something different than it does now. "A gay man's coming out originally referred to his being formally presented to the largest collective manifestation of prewar gay society, the enormous dra~; balls that were patterned on the debutante and masquerade balls of the dominant culture and were regularly held in New York, Chicago, New Orleans, Baltimore, and other cities." The phrase "coming out" did not refer to coming out of hiding, but to joining into a society of peers. The phrase was borrowed from the world of debutante balls, where young women "came out" in being officially introduced to society. The gay debutante balls were a matter of public record and often covered in the newspaper, so "coming out" within gay society often meant revealing your sexual orientation in the wider society as well, but the phrase didn't necessarily carry the implication that if you hadn't yet come out, you were keeping it a secret. There were other metaphors for the act of hiding or revealing homosexuality. Gay people could "wear a mask" or "take off the mask". A man could "wear his hair up" or "let his hair down", or "drop hairpins" that would only be recognized by other gay men. It is unclear exactly when gay people start.ed using the closet metaphor, but "it may have been used initially because many men who remained 'covert' thought of their homosexuality as a sort of 'skeleton in the closet'." It may also have come from outsiders who viewed it that way. It seems that "coming out of the closet" was born as a mixture of two metaphors: a debutante proudly stepping into the arms of a community and a shocking secret being kept in hiding. Now the community is the wider community, and the secret is no longer shocking. "Coming out" is a useful phrase, but it need not imply a closet.

What is the main idea of this passage?

A. The phrase "coming out" is used in gay community.
B. The phrase "coming out" means revealing of homosexuality.
C. The meaning of the phrase "coming out" has not changed.
D. The development of the use of "coming out".

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