A third-grade teacher conducts an oral activity in which the teacher produces an oral sentence with one word that is deliberately unintelligible. The teacher says, “I put the pencil on the d*** next to the blackboard.” The teacher then tells the students to construct a request for clarification, such as “Excuse me, where is the pencil?” This exercise is likely to promote the students’ English language acquisition primarily by _______.
(A) modeling for students a method of identifying pertinent information for solving a problem
(B) providing students with opportunities to engage in extended discourse
(C) supporting students’ development of metacognitive learning strategies
(D) teaching students a strategy for overcoming gaps in comprehension

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統計： A(67), B(45), C(18), D(133), E(0) #203028

詳解 (共 2 筆)

#1355570

9.A third-gradeteacherconducts an oralactivity in which the teacherproduces an oralsentencewith one wordthat is deliberatelyunintelligible. The teachersays, “I put the pencil on the d*** next to the blackboard.” The teacherthentells the students to construct a request for clarification, such as “Excuse me, where is the pencil?” Thisexercise is likely to promote the students’ Englishlanguageacquisitionprimarily by _______.

9.三年級的老師進行中，老師產生一種口服句子用一個字是故意不知所云口頭活動。老師說：“我把鉛筆放在D***旁邊的黑板上。”然後老師告訴學生建構澄清的要求，如“對不起，哪裡是鉛筆嗎？”此次演習是可能主要是促進學生的英語語言習得_______。
(A)建模為學生確定了解決問題的相關信息的方法
(B)為學生提供機會參與擴大話語
(C)支持學生的元認知學習策略發展
(D)教學，培養學生在理解克服差距的戰略

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#7296460
一位三年級老師組織了口語活動，老師故意說出一個含糊不清的句子，其中一個字讓人聽不懂。老師說：「我把鉛筆放在黑板旁邊的那個『d***』上。」然後老師讓學生們用類似的方式提出疑問，例如：「請問，鉛筆在哪裡？」這項練習最有可能透過以下哪種方式促進學生的英語語言習得？
(A) 為學生示範如何辨識解決問題的相關訊息
(B) 提供學生參與擴展對話的機會
(C) 支持學生發展後設認知學習策略
(D) 教導學生剋服理解障礙的策略
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