改错原文

The most consistently identified teacher effectiveness variable is time on task that is, the more time that students spend on learning specific academic content, the better they will learn it distinction is made between allocated time on task (the time that teachers allocate to particular instructional activities) and engaged time on task (the time that students actually spend engaged in instruction). because no consistent relation has been seen between allocated time on task and academic achievement research has demonstrated that engaged time on task is positive related to academic achievement.(1)____(2)____strategies for maximizing engaged time on task have been identified and included effectively managing transitions, avoiding digression sand other irrelevant verbalizations, and manage classroom behavior.(3)____(4)____ sometimes, teachers can improve student-engaged time on task by examining the amount of allocated time for class and monitoring their own teacher behaviors more closely. for example, teachers may find that they start classes 6minutes late, end classes 6 minutes early, stop during the middle of class to search for relevant instructional materials and stop to manage appropriate classroom behaviors.(5)____ once such target areas are identified, teachers can design strategies to improve each area that will lead in increasing the amount of student-engaged time on task during classes.(6)____

effective teacher presentations have also been identified. teachers minimize achievement when their presentations contain elements as structure of lesson, clarity of teacher presentation, redundancy in emphasizing important concepts, and enthusiasm.(7)____(8)____ structure includes listing students' attention, providing a lesson overview that includes lesson objectives, providing outlines of the lesson and to indicating when transitional points occur, and summarizing and reviewing key points as the lesson proceeds.(9)____(10)____

答案解析

文章大意
本文讨论的是有效的教学技巧。本文首先提出衡量教师教学有效性的一个指标是完成教学任务的时间，然后提出教师教学所分配的特定时间和学生投入学习的时间两个概念，并得出结论学生对任务所投入的时间和学术成果呈正相关。而课堂上使学生投入时间最大化的策略在于避免离题和不相关语言以及控制课堂行为等。作者接着举例说明如何在课堂上提高学生投入的时间，并具体列举了一个因素：教师的课堂表述。
答案详解
1．because→although/though语篇错误。此处遮住because，可知主干部分的意思为“任务指定时间和学术成果之间看起来没有一致关系”，这和后半句的“任务投入时间和学术成果呈正相关”之间不存在因果关系，而是让步关系，即：尽管任务指定时间和学术成果之间看起来没有一致关系，研究表明任务投入时间和学术成果呈正相关。这样表述语句才通。所以改为引导让步状语从句的连词。
2．positive→positively语法错误。此处positive是用来修饰related的，故应该要用副词形式positively。短语be related to表示“与……相关”。
3．included→include话法错误。此处考查时态的运用。根据上下文，这里include（包括）应该和have been identified（已经确定）作并列谓语。include的动作是一个可重复、一般性的动作，所以应该用一般现在时。其主语是strategies，所以要将其分词形式改为动词原形，作句子的谓语。
4．manage→managing词汇错误。作为策略所包括的内容，managing classroom behavior应该和前面的managing transitions, avoiding digressions... verbalizations构成并列结构的动名词短语，由and连接。所以此处要将manage改为managing。
5. appropriate→inappropriate语篇错误。该句正是作者在举例说明如何在课堂上提高学生的任务投入时间，所有的行为应该都是为了这个目的而服务的，如果在课堂上还要停下来去管理“不恰当的”课堂行为，则和这个目的背道而驰。所以，根据上下文语境，要改为inappropriate，使语义正确通顺。
6. lead→result或in→to词汇错误。此处考查的是短语搭配问题，该处需要一个表示“导致”含义的短语，根据所提供的词语，可以将lead改为result，或将in改为to，lead to和result in都可以表示“导致”。
7．minimize→maximize语篇错误。本句列举的教师表述所包含的要素，例如：课文结构、表述清晰、对重要概念的重复强调以及充满热情，都是对教师课堂成就有利的要素，所以集中这些要素是对课堂教学有积极作用的，而不是消极作用，这里提到的教师课堂成就也应该是会达到“最大化”，故要将minimize改为maximize。
8．∧as→such词汇错误。根据上下文，此处作者用并列的方式列举了4项教师表述所包含的积极特征，这些特征能使教师的课堂成就最大化。所以这里应该增加such和后面的as构成搭配，意思是“例如”。
9．listing→enlisting词汇错误。listing是名词，也可看作动词的现在分词形式，此处明显是要一个动词构成动宾短语作句子的宾语，list作动词的意思是“列入：列举”，放在此处明显语义不通。enlist作动词，意思是“争取”，此处意为“争取学生的注意力”，所以要将listing改为enlisting。
10．to→to语法错误。此处介词短语indicating还是和前面的enlisting, providing(a lesson)以及providing (outlines)并列作句子谓语(structure)includes的宾语，由并列连词and连接。所以此处的indicating要和前面的形式保持一致，应删去多余的to。