Exce12003中，在单元格中输入文字时，缺省的对齐方式是：( )。

【名词&注释】

语法错误(syntactic error)、举一反三、触类旁通(comprehend by analogy)、具体内容(concrete contents)、现在完成时(present perfect)、掌握情况、学习材料(learning materials)、初中英语课堂教学(junior middle school english classroom ...)、循序渐进性、元语言反馈

[单选题]Exce12003中，在单元格中输入文字时，缺省的对齐方式是：( )。

A. 左对齐
B. 右对齐
C. 居中对齐
D. 两端对齐

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学习资料：

[单选题]第斯多惠有句名言："一个坏的老师奉送真理，一个好的老师则教人发现真理。"由此可以判断他主张( )。

A. 启发性教学
B. 循序渐进性教学
C. 接受性教学
D. 巩固性教学

[单选题]下列说法属于学习负迁移类型的是( )。

A. 举一反三、触类旁通
B. 将所学的原理应用于现实中的问题解决
C. 两种学习材料^{(learning materials)}有相似、学了后一种，巩固了前一种的学习
D. 总是把前面学的学习材料^{(learning materials)}与后面的学习材料^{(learning materials)}搞混

[多选题]下面片段选自某初中英语课堂教学^{(junior middle school english classroom )}实录： 　　T: Good morning, boys and girls. We talked about “The present perfect tense”yesterday, 　　and l 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 asentence with the form? 　　S2: Let me try. We have learnt English for afew years 　　T：Very good,thank you 　　S3: My father have gone to Hangzhou andoften tells us about its beautiful scenerythere 　　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,l see, you mean your father went to Hangzhou sometime in the past, and he has 　　come back home from there. And since yourfather is not you yourself, not L,next time youshould say“My father has been to Hangzhou and often tells us about its beautiful scenerythere”.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2个即可。(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？(3)再列出其他两种纠错方式，并各举一例说明。

A. (1)该教师的教学有以下2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习者出现错误时，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'tsay... 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“nexttime 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 for”，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 backhome 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特别强调。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进行了着重强调。④元语言反馈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 fatheris 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?/ Repeatplease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、更符合辑的回答。例如：T：Who told you the news?S: The sports meet will be held in our city nextsummer.T: Good, but who told you the news, Lily orJane?S：Jane told me the news.

[单选题]When a teacher says "You'd better talk in a more polite way when speaking to the elderly.",he/she is drawing the students'attention to the______of language use.

A. fluency
B. ,complexity
C. accuracy
D. appropriacy

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