初級(jí)中學(xué)英語教師資格考試學(xué)科知識(shí)與教學(xué)能力2025年上半年模擬試題與參考答案

2025年上半年教師資格考試初級(jí)中學(xué)英語學(xué)科知識(shí)與教學(xué)能力模擬試題與參考答案一、單項(xiàng)選擇題（本大題有30小題，每小題2分，共60分）WhichofthefollowingisNOTalanguageskillmentionedintheNationalEnglishCurriculumStandardsforCompulsoryEducation?A.ListeningB.SpeakingC.ReadingD.GrammarAnswer:D

Explanation:TheNationalEnglishCurriculumStandardsforCompulsoryEducationinChinaemphasizefourbasiclanguageskills:listening,speaking,reading,andwriting.Grammarisacomponentoflanguageknowledgeratherthanaskillitself.InthecontextofEnglishlanguageteaching,whatdoestheacronym“PPP”standfor?A.Present,Practice,PronounceB.Prepare,Perform,ProduceC.Pre-teach,Pairwork,PresentD.Presentation,Practice,ProductionAnswer:D

Explanation:InEnglishlanguageteachingmethodology,PPP(Presentation,Practice,Production)isawidelyusedapproach.Itinvolvesfirstpresentingnewlanguageitemstostudents,thenpracticingthoseitemsthroughcontrolledactivities,andfinallyallowingstudentstoproducetheirownlanguageoutputusingthenewlyacquiredskillsandknowledge.3、WhichofthefollowingisNOTagrammarfunctionofEnglishnouns?A.SubjectB.ObjectC.PredicateD.PossessiveAnswer:C

Explanation:Englishnounshavevariousgrammaticalfunctions,buttheycannotfunctionaspredicatesontheirown.Predicatesaretypicallyverbsorverbphrasesthatexpresstheactionorstateofbeingofthesubject.Nounscanserveassubjects,objects,andcanhavepossessiveforms,buttheydonotperformthefunctionofapredicate.4、Inthesentence“Thequickbrownfoxjumpsoverthelazydog,”whatisthesubject?A.JumpsB.QuickC.FoxD.OverAnswer:C

Explanation:Inthesentence“Thequickbrownfoxjumpsoverthelazydog,”thesubjectisthenounphrase“Thequickbrownfox.”Thisnounphraseperformsthefunctionofthesubject,whichisthedoeroftheactionortheentityaboutwhichsomethingisbeingsaid.Theverb“jumps”isthepredicate,indicatingtheactionbeingperformedbythesubject.“Quick”and“brown”areadjectivesdescribingthesubject,and“over”isaprepositionusedtoshowthedirectionoftheaction.5、Whichofthefollowingsentencesusesapresentcontinuoustensetodescribeanactionthatishappeningatthemomentofspeaking?A.IamstudyingEnglishrightnow.B.ShestudiesEnglisheveryday.C.TheywillstudyEnglishnextyear.D.HehasstudiedEnglishforfiveyears.Answer:A.IamstudyingEnglishrightnow.Explanation:Thepresentcontinuoustenseisformedusingthepresentformof“tobe”plusthepresentparticiple(-ingform)ofthemainverb.Itisusedtotalkaboutactionsthatarehappeningatthemomentofspeaking.OptionAuses“amstudying,”whichisthepresentcontinuousformof“study.”6、Whichofthefollowingactivitieswouldbesthelpstudentspracticeusingprepositionsofplace?A.Askingstudentstowriteastoryabouttheirsummervacation.B.Havingstudentscreateadialoguebetweentwopeoplemeetingforthefirsttime.C.Instructingstudentstodrawamapoftheirclassroomandlabelwherethingsarelocated.D.Encouragingstudentstolistallthecountriestheyhavevisited.Answer:C.Instructingstudentstodrawamapoftheirclassroomandlabelwherethingsarelocated.Explanation:Prepositionsofplaceareusedtodescribelocationandposition.Anactivitythatinvolvesdrawingandlabelinglocationsonamapdirectlyengagesstudentsinusingtheseprepositions(e.g.,“onthedesk,”“underthechair,”“nexttothewindow”).7、Whichofthefollowingsentencesusesthesubjunctivemoodcorrectly?A.Ifhewerehere,hecouldhelpus.B.Ifhewashere,hecouldhelpus.C.Ifhebehere,hecouldhelpus.D.Ifhewouldbehere,hecouldhelpus.Answer:A.Ifhewerehere,hecouldhelpus.Explanation:Thecorrectformforthesubjunctivemoodintheif-clauseis“were”forallpersonsandnumbers,not“was.”Therefore,optionAisthecorrectanswer.8、Whatistheprimarypurposeofusingauthenticmaterialsintheclassroom?A.Toensurethatstudentsonlylearnfromprofessionaltextbooks.B.Tomakethelearningexperiencemorerelevantandengagingforstudents.C.Tofocussolelyongrammarandvocabularyinstruction.D.Tolimittherangeoftopicsdiscussedinclass.Answer:B.Tomakethelearningexperiencemorerelevantandengagingforstudents.9、WhichofthefollowingisNOTastrategyforteachingvocabularyinEnglishclassesatjuniorhighschools?A.UsingcontextcluestoguessmeaningsB.MemorizinglistsofwordswithoutcontextC.EngaginginwordgamesandactivitiesD.RelatingnewwordstoknownsynonymsorantonymsAnswer:B

Explanation:TeachingvocabularyeffectivelyinjuniorhighschoolEnglishclassesofteninvolvescontextualizingwords,makingthemmeaningfulandmemorableforstudents.OptionA,“Usingcontextcluestoguessmeanings,”isacommonandeffectivestrategythatpromotesunderstandingandretention.OptionC,“Engaginginwordgamesandactivities,”canbefunandmotivatingforstudents,enhancingtheirvocabularylearning.OptionD,“Relatingnewwordstoknownsynonymsorantonyms,”reinforcesconnectionsinstudents’mentallexicons,facilitatingdeeperunderstanding.Incontrast,OptionB,“Memorizinglistsofwordswithoutcontext,”isgenerallynotconsideredaneffectivevocabularyteachingstrategyasitlackscontextanddepth,makingitharderforstudentstoretainandapplythewordsinmeaningfulways.10、InajuniorhighschoolEnglishlesson,whichofthefollowingactivitieswouldbestsupportthedevelopmentofstudents’listeningcomprehensionskills?A.WritingadescriptiveparagraphaboutapersonalexperienceB.EngaginginadebateonacontroversialtopicC.ListeningtoapodcastandansweringcomprehensionquestionsD.CreatingamultimediapresentationonahistoricaleventAnswer:C

Explanation:Todevelopstudents’listeningcomprehensionskillsinajuniorhighschoolEnglishlesson,activitiesshouldfocusonlisteningtoEnglishmaterialsandrespondingtotheminsomeway.OptionC,“Listeningtoapodcastandansweringcomprehensionquestions,”directlyaddressesthisgoalbyrequiringstudentstolistenattentivelyandthendemonstratetheirunderstandingthroughansweringquestions.Thisactivitypromotesactivelisteningandcomprehension.OptionA,“Writingadescriptiveparagraphaboutapersonalexperience,”primarilyfocusesonwritingskills.OptionB,“Engaginginadebateonacontroversialtopic,”primarilyfocusesonspeakingandcriticalthinkingskills.OptionD,“Creatingamultimediapresentationonahistoricalevent,”involvesresearch,creativity,andpossiblysomespeakingorwriting,butdoesnotdirectlytargetlisteningcomprehension.11、WhichofthefollowingisNOTagrammaticalfunctionofnounsinEnglish?A.SubjectB.ObjectC.AdverbialD.PredicateAnswer:D

Explanation:InEnglish,nounsprimarilyfunctionassubjects,objects,andsometimesasadverbials(indicatingtime,place,etc.).However,nounscannotfunctionaspredicates,whicharetypicallyverbsorverbphrasesthatdescribethestateoractionofthesubject.Thepredicatetellsussomethingaboutthesubjectofthesentence.12、Whichofthefollowingisanexampleofacompoundsentence?A.Shestudieshard,butshestillfailstheexam.B.Thecatissleepingonthesofa.C.Iliketoreadbooks.D.Runningisgoodforhealth.Answer:A

Explanation:Acompoundsentenceconsistsoftwoormoreindependentclausesconnectedbyacoordinatingconjunction(e.g.,and,but,or,nor,for,so,yet).Inthegivenoptions,“Shestudieshard,butshestillfailstheexam”isacompoundsentencebecauseitcontainstwoindependentclauses(“Shestudieshard”and“shestillfailstheexam”)connectedbythecoordinatingconjunction“but”.Theotheroptionsareallsimplesentenceswithasingleindependentclause.13、Whichofthefollowingwordsispronounced/θru?/?A.threwB.throughC.thoroughD.thoughtAnswer:B.throughExplanation:Theword“through”ispronouncedas/θru?/.Theotheroptionsarepronouncedasfollows:A.threw/θru?/(incorrectbecauseitisthepasttenseofthrow)C.thorough/?θ?r?/or/?θ??r?/D.thought/θ??t/14、Choosethecorrectformoftheverbtocompletethesentence:Thestudents________alotofprogresssincethebeginningoftheterm.A.makeB.madeC.havemadeD.hadmadeAnswer:C.havemadeExplanation:Thecorrectansweris“havemade”becausethesentencerequiresthepresentperfecttensetoindicateanactionthatstartedinthepastandcontinuesuptothepresenttime.Theotheroptionsareincorrectforthefollowingreasons:A.make(simplepresenttense,notsuitableforthecontext)B.made(simplepasttense,doesnotshowtheconnectiontothepresent)D.hadmade(pastperfecttense,whichindicatesanactioncompletedbeforeanotheractioninthepast)15、Whichofthefollowingwordsisahomophonefor“knight”?A.nightB.knightlyC.niteD.kniteAnswer:A.nightExplanation:Theword“night”isahomophonefor“knight,”astheysoundthesamebuthavedifferentmeaningsandspellings.“Night”referstotheperiodofdarknessbetweeneveningandmorning,while“knight”referstoapersonwhohasbeengiventhetitleofhonorbyamonarch,oftenassociatedwithchivalry.16、Inwhichsentenceistheverbtenseusedincorrectly?A.Shehasjusteatenbreakfast.B.Theywereplayingsoccerwhenitstartedraining.C.Hewillfinishhishomeworktomorrow.D.SheteachesEnglisheveryday.Answer:C.Hewillfinishhishomeworktomorrow.Explanation:Whilethesentenceisgrammaticallycorrect,theuseoffuturesimpletenseinthiscontextisgenerallylesspreferredincontemporaryEnglishcomparedtothefuturecontinuousorfutureperfecttenses.Amorecommonwaytoexpresstheintendedmeaningwouldbetouse“Hewillbefinishinghishomeworktomorrow”(futurecontinuous)or“Hewillhavefinishedhishomeworkbytomorrow”(futureperfect).Letmeknowifyouneedfurtherexplanationsoradditionalquestionsforthetest.Itappearstherewasnoneedforcodeexecutioninthiscase,astheprovidedcontentdidnotrequireanycomputationalprocessing.Herearethetwoquestionsagainforyourreference:JuniorHighSchoolEnglishSubjectKnowledgeandTeachingAbilityTestPartI:SingleChoiceQuestionsInstructions:Foreachofthefollowingquestions,selectthebestanswer.15、Whichofthefollowingwordsisahomophonefor“knight”?A.nightB.knightlyC.niteD.kniteAnswer:A.nightExplanation:Theword“night”isahomophonefor“knight,”astheysoundthesamebuthavedifferentmeaningsandspellings.“Night”referstotheperiodofdarknessbetweeneveningandmorning,while“knight”referstoapersonwhohasbeengiventhetitleofhonorbyamonarch,oftenassociatedwithchivalry.16、Inwhichsentenceistheverbtenseusedincorrectly?A.Shehasjusteatenbreakfast.B.Theywereplayingsoccerwhenitstartedraining.C.Hewillfinishhishomeworktomorrow.D.SheteachesEnglisheveryday.Answer:C.Hewillfinishhishomeworktomorrow.Explanation:Whilethesentenceisgrammaticallycorrect,theuseoffuturesimpletenseinthiscontextisgenerallylesspreferredincontemporaryEnglishcomparedtothefuturecontinuousorfutureperfecttenses.Amorecommonwaytoexpresstheintendedmeaningwouldbetouse“Hewillbefinishinghishomeworktomorrow”(futurecontinuous)or“Hewillhavefinishedhishomeworkbytomorrow”(futureperfect).17、WhichofthefollowingwordsdoesNOTfollowthespellingrule“ibeforeeexceptafterc”?A.pieceB.friendC.receiveD.scienceAnswer:B.friendExplanation:Therule“ibeforeeexceptafterc”appliesinoptionsA,C,andD,butnotinoptionB.In“friend,”the“ie”sequencedoesnotfollowtherulebecauseitisnotaftera“c.”18、Choosethecorrectformoftheverbtocompletethesentence:“Bythetimewearrivedattheairport,theplane________.”A.hastakenoffB.hadtakenoffC.tookoffD.wastakingoffAnswer:B.hadtakenoffExplanation:Thecorrectverbformshouldindicatethattheaction(takingoff)wascompletedbeforeanotherpastaction(arrivingattheairport).Therefore,thepastperfecttense“hadtakenoff”isappropriate.Thesamplequestionshavebeengeneratedasperyourrequest.Heretheyare:SampleQuestions:JuniorHighSchoolEnglishSubjectKnowledgeandTeachingAbilityTestPartI:Multiple-ChoiceQuestions17、WhichofthefollowingwordsdoesNOTfollowthespellingrule“ibeforeeexceptafterc”?A.pieceB.friendC.receiveD.scienceAnswer:B.friendExplanation:Therule“ibeforeeexceptafterc”appliesinoptionsA,C,andD,butnotinoptionB.In“friend,”the“ie”sequencedoesnotfollowtherulebecauseitisnotaftera“c.”18、Choosethecorrectformoftheverbtocompletethesentence:“Bythetimewearrivedattheairport,theplane________.”A.hastakenoffB.hadtakenoffC.tookoffD.wastakingoffAnswer:B.hadtakenoffExplanation:Thecorrectverbformshouldindicatethattheaction(takingoff)wascompletedbeforeanotherpastaction(arrivingattheairport).Therefore,thepastperfecttense“hadtakenoff”isappropriate.WhichofthefollowingisNOTatypicalcharacteristicoftheadolescentlearner?A.IncreasedneedforpeerapprovalB.DecreasedcapacityforabstractthinkingC.HeightenedsensitivitytosocialissuesD.GrowingindependencefromparentalauthorityAnswer:B.DecreasedcapacityforabstractthinkingExplanation:Duringadolescence,cognitivedevelopmenttypicallyincludesanincreaseinthecapacityforabstractthinking,asdescribedbyPiaget’sformaloperationalstage.Thisallowsteenagerstothinkabouthypotheticalsituationsandengageinmorecomplexproblem-solving.Therefore,optionBisnotatypicalcharacteristicofadolescentlearners.Inthecontextofteachinggrammar,whichmethodismosteffectiveforpromotinglong-termretentionandunderstanding?A.RotememorizationofgrammarrulesB.FrequenttestingongrammarrulesC.IntegratinggrammarinstructionwithinmeaningfulcontextsD.FocusingsolelyonerrorcorrectionduringspeakingactivitiesAnswer:C.Integratinggrammarinstructionwithinmeaningfulcontexts21、Whichofthefollowingwordsispronounced/?si?zn/?A.sceneB.seasonC.seizeD.seenAnswer:B.seasonExplanation:Thepronunciation/?si?zn/correspondstotheword“season.”Theotheroptionshavedifferentpronunciations:“scene”ispronounced/si?n/,“seize”ispronounced/si?z/,and“seen”ispronounced/si?n/.22、Whattypeofverbtenseisusedinthesentence“Theyhadfinishedtheirhomeworkbeforegoingouttoplay”?A.SimplepastB.PastcontinuousC.PastperfectD.FutureperfectAnswer:C.PastperfectExplanation:Thesentenceusesthepastperfecttense,whichisformedbyusing“had”plusthepastparticipleoftheverb.Inthiscase,“hadfinished”indicatesthattheactionwascompletedbeforeanotheractioninthepast(“goingouttoplay”).

Letmeknowifyouneedmorequestionsoranyadjustmentstotheseexamples.23、Whichofthefollowingwordshasadifferentvowelsoundfromtheothers?A.beatB.breakC.breadD.breathe24、Choosethecorrectformoftheverbtocompletethesentence:

“Thestudents_______theirhomeworkwhentheteacherwalkedin.”A.weredoingB.aredoingC.didD.doNow,let’sprovidetheanswersandexplanationsforeachquestion.Herearethequestionswiththeiranswersandexplanations:23、Whichofthefollowingwordshasadifferentvowelsoundfromtheothers?A.beatB.breakC.breadD.breatheAnswer:D.breathe

Explanation:Inthisquestion,thewords‘beat’,‘break’,and‘bread’havethesamevowelsound(i.e.,/i?/),while‘breathe’hasadifferentvowelsound(i.e.,/i?e/).24、Choosethecorrectformoftheverbtocompletethesentence:

“Thestudents_______theirhomeworkwhentheteacherwalkedin.”A.weredoingB.aredoingC.didD.doAnswer:A.weredoing

Explanation:Thissentencerequiresthepastcontinuoustensebecauseitdescribesanactionthatwasinprogressataspecificpointinthepast.Therefore,thecorrectansweris‘weredoing.’25、WhichofthefollowingisNOTastrategyforimprovingstudents’readingcomprehensioninjuniorhighschoolEnglishclasses?A.Encouragingstudentstoreadwidelyanddiversely.B.Focusingsolelyongrammarandvocabularyexercises.C.Providingstudentswithopportunitiestodiscusswhattheyhaveread.D.Guidingstudentsinusingcontextcluestounderstandunfamiliarwords.Answer:B

Explanation:Improvingstudents’readingcomprehensioninvolvesaholisticapproachthatgoesbeyondmeregrammarandvocabularyexercises.Encouragingwideanddiversereading(A),providingopportunitiesfordiscussion(C),andteachingstudentshowtousecontextclues(D)arealleffectivestrategies.Focusingsolelyongrammarandvocabularyexercises(B)isinsufficientandlimitsthedevelopmentofcomprehensivereadingskills.26、InajuniorhighschoolEnglishlesson,whatisthemostappropriatewaytointroduceanewvocabularywordlike“inconsistent”?A.Writingthewordontheboardandhavingstudentsguessitsmeaningbasedonitsspelling.B.Usingthewordinasentenceandaskingstudentstoinferitsmeaningfromthecontext.C.Readingthedefinitionaloudandaskingstudentstorepeatit.D.Showingapictureorillustrationthatdirectlyrepresentstheword’smeaning.Answer:B

Explanation:Whenintroducinganewvocabularywordlike“inconsistent,”itismosteffectivetousethewordinasentenceandallowstudentstoinferitsmeaningfromthecontext(B).Thisapproachpromotesactivelearningandhelpsstudentsdeveloptheirabilitytocomprehendandusenewvocabularyinauthenticcontexts.Simplywritingthewordontheboardandhavingstudentsguessitsmeaningbasedonspelling(A)canbechallengingandunreliable.Readingthedefinitionaloud(C)maynotbeasengagingoreffectiveinhelpingstudentsretaintheword’smeaning.Whilepicturesorillustrationscanbehelpfulforsomevocabularywords,“inconsistent”isanabstractconceptthatisnoteasilyrepresentedvisually(D).27、Whichofthefollowingwordsisahomophonefor“knight”?A.nightB.kniteC.niteD.knightlyAnswer:A.nightExplanation:Theword“night”isahomophonefor“knight.”Homophonesarewordsthatsoundthesamebuthavedifferentmeanings.Inthiscase,“knight”referstoamedievalwarrior,while“night”referstotheperiodofdarknessbetweensunsetandsunrise.28、Whichsentencecorrectlyusesanadverboffrequency?A.Heoftenplayssoccerafterschool.B.Shealwayshaslunchattwelveo’clock.C.TheyusuallygototheparkonSundays.D.Alloftheabove.Answer:D.Alloftheabove.Explanation:Allthreesentencescorrectlyuseadverbsoffrequency(“often,”“always,”and“usually”)toindicatehowfrequentlyanactionoccurs.Adverbsoffrequencydescribehowoftensomethinghappens.ThegeneratedtextforQuestions27and28oftheJuniorHighSchoolEnglishSubjectKnowledgeandTeachingAbilityTestisasfollows:JuniorHighSchoolEnglishSubjectKnowledgeandTeachingAbilityTestPartI:MultipleChoiceQuestions27、Whichofthefollowingwordsisahomophonefor“knight”?A.nightB.kniteC.niteD.knightlyAnswer:A.nightExplanation:Theword“night”isahomophonefor“knight.”Homophonesarewordsthatsoundthesamebuthavedifferentmeanings.Inthiscase,“knight”referstoamedievalwarrior,while“night”referstotheperiodofdarknessbetweensunsetandsunrise.28、Whichsentencecorrectlyusesanadverboffrequency?A.Heoftenplayssoccerafterschool.B.Shealwayshaslunchattwelveo’clock.C.TheyusuallygototheparkonSundays.D.Alloftheabove.Answer:D.Alloftheabove.Explanation:Allthreesentencescorrectlyuseadverbsoffrequency(“often,”“always,”and“usually”)toindicatehowfrequentlyanactionoccurs.Adverbsoffrequencydescribehowoftensomethinghappens.29、Whichofthefollowingactivitiesismostsuitablefordevelopingstudents’speakingfluency?A.Role-playingadialogueinpairsB.DictationofapassageC.TranslatingsentencesfromEnglishtoChineseD.CompletinggrammarexercisesAnswer:A.Role-playingadialogueinpairsExplanation:Role-playingadialogueinpairsisthebestchoicefordevelopingspeakingfluencyasitencouragesnaturalconversation,interaction,andspontaneouslanguageuse.Theotheroptionsfocusmoreonaccuracyandotherskillsratherthanfluency.30、Inthecontextofteachingvocabulary,whichmethodhelpsstudentsunderstandandremembernewwordsmoreeffectively?A.ProvidingdefinitionsonlyB.AskingstudentstomemorizewordsbyroteC.UsingwordsindifferentsentencesandcontextsD.FocusingsolelyonthepronunciationofthewordsAnswer:C.UsingwordsindifferentsentencesandcontextsExplanation:Usingwordsindifferentsentencesandcontextsismoreeffectivebecauseitshowshowwordsfunctioninvarioussituations,helpingstudentsgrasptheirmeaningsandusagebetter.Thisapproachalsoaidsretentionandrecall.Thegeneratedquestionsalongwiththeiranswersandexplanationsareasfollows:JuniorHighSchoolEnglishSubjectKnowledgeandTeachingAbilityTestI.Multiple-ChoiceQuestions29、Whichofthefollowingactivitiesismostsuitablefordevelopingstudents’speakingfluency?A.Role-playingadialogueinpairsB.DictationofapassageC.TranslatingsentencesfromEnglishtoChineseD.CompletinggrammarexercisesAnswer:A.Role-playingadialogueinpairsExplanation:Role-playingadialogueinpairsisthebestchoicefordevelopingspeakingfluencyasitencouragesnaturalconversation,interaction,andspontaneouslanguageuse.Theotheroptionsfocusmoreonaccuracyandotherskillsratherthanfluency.30、Inthecontextofteachingvocabulary,whichmethodhelpsstudentsunderstandandremembernewwordsmoreeffectively?A.ProvidingdefinitionsonlyB.AskingstudentstomemorizewordsbyroteC.UsingwordsindifferentsentencesandcontextsD.FocusingsolelyonthepronunciationofthewordsAnswer:C.UsingwordsindifferentsentencesandcontextsExplanation:Usingwordsindifferentsentencesandcontextsismoreeffectivebecauseitshowshowwordsfunctioninvarioussituations,helpingstudentsgrasptheirmeaningsandusagebetter.Thisapproachalsoaidsretentionandrecall.二、簡(jiǎn)答題（20分）ShortAnswerQuestionsQuestion2:DescribethekeyelementsofeffectivelessonplanningforanEnglishlanguageteaching(ELT)classatthejuniorhighschoollevel,andexplainhowtheycontributetostudentlearningandengagement.Provideatleastthreeelementswithdetailedexplanations.Answer:EffectivelessonplanningforanEnglishlanguageteaching(ELT)classatthejuniorhighschoolleveliscrucialinfosteringstudentlearningandengagement.Itrequirescarefulconsiderationofvariouselementsthat,whenintegratedthoughtfully,canenhancestudents’languageproficiencyandmotivation.Threekeyelementsofeffectivelessonplanninginclude:ClearLearningObjectives:Explanation:Thefirstandforemostelementisestablishingclearandmeasurablelearningobjectivesthatalignwiththecurriculumstandardsandstudents’currentproficiencylevels.Theseobjectivesshouldspecifywhatstudentsareexpectedtoknow,understand,orbeabletodobytheendofthelesson.ContributiontoLearningandEngagement:Clearobjectivesprovidearoadmapforbothteachersandstudents,guidinginstructionalactivitiesandensuringthateveryoneisworkingtowardsacommongoal.Theyhelpstudentsunderstandthepurposeofthelesson,fosteringasenseofdirectionandpurposethatleadstoincreasedengagement.DifferentiationandAdaptation:Explanation:Giventhediversityoflearnersinjuniorhighschoolclassrooms,itisessentialtodifferentiateinstructionandadaptmaterialstomeetindividualstudents’needs,interests,andlearningstyles.Thisincludesofferingarangeofactivities,adjustingthelevelofdifficulty,andprovidingsupportorchallengesasnecessary.ContributiontoLearningandEngagement:Differentiationensuresthatallstudentshaveaccesstomeaningfullearningexperiencesthataretailoredtotheirabilitiesandneeds.Itpromotesasenseofbelongingandsuccess,asstudentsarechallengedappropriatelyandsupportedintheirlearningjourney,leadingtoincreasedmotivationandengagement.AuthenticLearningExperiences:Explanation:Incorporatingauthenticlearningexperiencesintothelessonplan,suchasreal-worldscenarios,projects,orsimulations,helpsstudentsapplytheirlanguageskillsinmeaningfulcontexts.Theseexperiencesshouldberelevant,engaging,andencouragecriticalthinkingandcreativity.ContributiontoLearningandEngagement:Authenticlearningexperiencesmakethelanguagelearningprocessmoremeaningfulandrelevanttostudents’lives.Theyencourageactiveparticipation,collaboration,andthedevelopmentofhigher-orderthinkingskills.ByseeingthepracticalapplicationsofEnglish,studentsbecomemoremotivatedtolearnandengagewiththelanguage.Insummary,effectivelessonplanningforELTclassesatthejuniorhighschoollevelnecessitatesclearlearningobjectives,differentiationandadaptation,andauthenticlearningexperiences.Theseelementsworksynergisticallytocreateadynamicandengaginglearningenvironmentthatsupportsstudents’linguisticgrowthandfostersalovefortheEnglishlanguage.三、教學(xué)情境分析題（30分）TeachingScenarioAnalysisQuestion:Analyzethefollowingteachingscenarioandprovidesuggestionsforimprovement.Scenario:Duringalessonon“PresentSimpleTense”forGrade7students,Ms.

Lee,anEnglishteacher,beginsbyreviewingthebasicstructureofthetenseusingaPowerPointpresentation.Shethenmovesontoexplaintheuseofthepresentsimpletenseforhabits,routines,andgeneralfacts.Toreinforcetheconcept,sheasksstudentstoworkinpairsandmakesentencesabouttheirdailyroutines.However,shenoticesthatseveralstudentsarestrugglingtoformcorrectsentencesandseemdisengagedfromtheactivity.Requirements:Identifyatleasttwopotentialreasonsforstudents’strugglesanddisengagement.SuggestatleasttwostrategiesMs.

Leecanadopttoaddresstheseissuesandenhancestudentengagement.Answer:PotentialReasonsforStrugglesandDisengagement:VaryingProficiencyLevels:TheclassmayconsistofstudentswithdifferentlevelsofEnglishproficiency.Somestudentsmayalreadybefamiliarwiththepresentsimpletense,whileothersmayfinditchallenging.Thisdisparitycanleadtofrustrationforthosewhostruggleandboredomforthosewhofindthematerialtooeasy.LackofContextualization:Simplyexplainingthegrammaticalrulesanda