2025年上半年教師資格考試高級(jí)中學(xué)英語學(xué)科知識(shí)與教學(xué)能力自測(cè)試卷及答案解析

2025年上半年教師資格考試高級(jí)中學(xué)英語學(xué)科知識(shí)與教學(xué)能力自測(cè)試卷及答案解析一、單項(xiàng)選擇題（本大題有30小題，每小題2分，共60分）1、WhichofthefollowingisNOTacharacteristicofcommunicativelanguageteaching(CLT)?A.Emphasisonaccuracyoverfluency.B.Real-lifecommunicationastheprimarygoal.C.Integrationofallfourskills—listening,speaking,reading,andwriting.D.Focusontask-basedlearningactivities.Answer:A.Emphasisonaccuracyoverfluency.Explanation:CommunicativeLanguageTeachingemphasizesfluencyoveraccuracy.Themainfocusisonenablingstudentstocommunicateeffectivelyinreal-lifesituations,whichmeansthatfluencyinusingthelanguageismoreimportantthangrammaticalaccuracy.2、Inthecontextofsecondlanguageacquisition,whatdoestheterm“interlanguage”referto?A.Thenativelanguageofthelearner.B.Thetargetlanguagethatthelearneraimstomaster.C.Atemporarysystemusedbylearnersthatincludesfeaturesofboththeirnativelanguageandthetargetlanguage.D.Thelanguageusedbyteacherstoinstructinamultilingualclassroom.Answer:C.Atemporarysystemusedbylearnersthatincludesfeaturesofboththeirnativelanguageandthetargetlanguage.Explanation:Interlanguagereferstothelinguisticsystemdevelopedbysecondorforeignlanguagelearnersthatisneitheridenticaltothenativelanguagenorthetargetlanguage.Itrepresentsatransitionalstateinthelearningprocesswherelearnersconstructtheirownsystembasedontheirpriorknowledge,inputfromthetargetlanguage,andlearningstrategies.3、WhichofthefollowingisNOTacomponentofcommunicativelanguageteaching(CLT)?A.FocusonaccuracyB.EmphasisonusinglanguageforcommunicationC.IntegrationofskillsD.UseofauthenticmaterialsAnswer:A.FocusonaccuracyExplanation:CommunicativeLanguageTeachingemphasizesfluencyoveraccuracy.Whileaccuracyisimportant,itisnottheprimaryfocus.CLTaimstodevelopstudents’abilitytocommunicateeffectivelyinreal-lifesituations.4、Inthecontextofsecondlanguageacquisition,whatdoestheterm“interlanguage”referto?A.ThelanguageusedbyteacherswhentheyswitchbetweentwolanguagesB.ThetransitionallinguisticsystemconstructedbylearnersC.ThelanguageusedininternationalsettingswherespeakershavedifferentnativelanguagesD.ThelanguageproducedbybilingualindividualswhenspeakingtootherbilingualsAnswer:B.ThetransitionallinguisticsystemconstructedbylearnersExplanation:Interlanguagereferstothesystemofrulesdevelopedbysecondlanguagelearnersthatisneithertheirfirstlanguagenorthetargetlanguagebutamixofboth.Itisarepresentationofthelearner’scurrentstateofknowledgeofthetargetlanguage.

Wouldyoulikemetogeneratemorequestionsorassistyouwithanythingelse?5、WhichofthefollowingisNOTacomponentofcommunicativelanguageteaching(CLT)?A.Task-basedlearningactivitiesB.FocusonaccuracyoverfluencyC.Emphasisonreal-lifecommunicationD.Student-centeredapproachAnswer:B.FocusonaccuracyoverfluencyExplanation:CommunicativeLanguageTeaching(CLT)emphasizesfluencyandmeaningfulcommunicationovergrammaticalaccuracy.CLTfocusesonenablingstudentstousethelanguageeffectivelyinreal-lifesituations,whichmeansthatfluencyandtheabilitytocommunicateideasandinformationareprioritizedovergrammaticalprecision.6、Inthecontextofsecondlanguageacquisition,whatdoestheterm“silentperiod”referto?A.AphasewherelearnersarenotyetreadytoproduceorallanguageandfocusonlisteningB.ThetimewhenlearnersarenotengagedinanylanguagelearningactivitiesC.AclassroommanagementstrategywherestudentsareaskedtoremainsilentduringinstructionD.AperiodinwhichlearnersonlystudygrammarruleswithoutpracticingspeakingAnswer:A.AphasewherelearnersarenotyetreadytoproduceorallanguageandfocusonlisteningExplanation:The“silentperiod”isaphenomenonobservedinsecondlanguageacquisitionwherelearners,particularlyyoungchildren,gothroughaninitialphaseoflanguageexposurewheretheylistenandabsorbthelanguagebutdonotproducemuchspeechthemselves.Thisisanaturalpartofthelanguageacquisitionprocessandisconsideredanormalstageindevelopingcommunicativecompetence.

Letmeknowifyouneedfurtherquestionsoradjustmentstotheseexamples.WhichofthefollowingisNOTacharacteristicofcommunicativelanguageteaching(CLT)?A.FocusonfluencyB.EmphasisonaccuracyC.Student-centeredactivitiesD.Real-lifecommunicationtasksAnswer:B.EmphasisonaccuracyExplanation:CommunicativeLanguageTeaching(CLT)emphasizesfluencyoveraccuracy,meaningthatthefocusisontheabilitytocommunicateeffectivelyratherthanonperfectgrammaticalaccuracy.CLTencouragesstudent-centeredactivitiesandreal-lifecommunicationtasks.InwhichofthefollowingsituationswouldateacherMOSTlikelyuseadeductiveapproachtogrammarteaching?A.Studentsareengagedinarole-playactivity.B.Studentsareaskedtocreatetheirownsentencesusinganewstructure.C.Theteacherpresentsanewgrammarruleandthenprovidesexamplesforstudentstopractice.D.Studentsarereadingatextanddiscoveringgrammarpatternsontheirown.Answer:C.Theteacherpresentsanewgrammarruleandthenprovidesexamplesforstudentstopractice.9、WhichofthefollowingisNOTasuitableactivityfordevelopingstudents’listeningskillsinthecontextofanEnglishasaForeignLanguage(EFL)classroom?A.Dictogloss,wherestudentslistentoatextbeingreadaloudandthenreconstructitfrommemory.B.Role-play,wherestudentsactoutadialoguetheyhavelistenedto.C.Silentreadingofatextfollowedbyawrittensummary.D.Listeningforspecificinformationinanewsreportorapodcast.Answer:C.Explanation:TheactivitydescribedinoptionC,silentreadingfollowedbyawrittensummary,primarilydevelopsreadingcomprehensionandwritingskillsratherthanlisteningskills.OptionsA,B,andDareallactivitiesthatcaneffectivelydeveloplisteningskillsinanEFLclassroom.10、Inteachinggrammar,whichapproachemphasizestheuseofauthenticmaterialsandcommunicativetasksoverexplicitrulesanddrills?A.Grammar-translationmethodB.Audio-lingualmethodC.CommunicativelanguageteachingD.TotalPhysicalResponseAnswer:C.Explanation:Thecommunicativelanguageteaching(CLT)approachfocusesonenablingstudentstouselanguagefunctionallyandcommunicatively,oftenthroughreal-lifescenariosandtasks.AuthenticmaterialsandcommunicativetasksarecentraltoCLT,whereastheotheroptionsfocusmoreonrule-basedinstruction,rotelearning,andphysicalresponsestocommands.

Letmeknowifyouneedanyfurthercustomizationoradditionalquestions.11、Whichofthefollowingactivitiesismostsuitablefordevelopingstudents’listeningcomprehensionskillsinaseniorhighschoolEnglishclass?A.ListeningtoashortstoryandansweringdetailedquestionsabouttheplotB.WritingasummaryofanewsarticleC.Role-playingaconversationbetweencharactersfromanovelD.CreatingaposterforabookfairAnswer:A.ListeningtoashortstoryandansweringdetailedquestionsabouttheplotExplanation:Thisactivitydirectlyengagesstudentsinlisteningtospokenlanguageandrequiresthemtocomprehendandrecalldetails,whichisanessentialskillforlisteningcomprehension.12、Inthecontextofteachinggrammartoseniorhighschoolstudents,whichmethodisconsideredmosteffectiveforlong-termretentionandpracticalapplication?A.RotememorizationofgrammarrulesB.FrequentpopquizzesongrammarC.IntegratinggrammarpracticeintomeaningfulcommunicativetasksD.ReadingpassageswithoutdiscussinggrammarpointsAnswer:C.IntegratinggrammarpracticeintomeaningfulcommunicativetasksExplanation:Integratinggrammarpracticeintocommunicativetaskshelpsstudentsusegrammarincontext,whichenhancesunderstandingandretention.Italsomakeslearningmoreengagingandrelevanttoreal-lifesituations.13、Whichofthefollowingbestdescribesthefunctionofa“l(fā)exicalgap”insecondlanguageacquisition?A.Alexicalgapreferstotheabsenceofadirectequivalentofawordorphraseinthetargetlanguage,whichcancausedifficultiesintranslationandcomprehension.B.Alexicalgapisthedifferenceinvocabularysizebetweentwolanguages.C.Alexicalgapisthelackofsufficientvocabularyinthelearner’stargetlanguagerepertoire.D.Alexicalgapisthegapinunderstandingbetweenthenativespeakerandthenon-nativespeakerduetoculturaldifferences.Answer:A.Alexicalgapreferstotheabsenceofadirectequivalentofawordorphraseinthetargetlanguage,whichcancausedifficultiesintranslationandcomprehension.Thisconceptisimportantforteacherstounderstandasitcanhelpthemanticipateandaddresspotentialproblemstheirstudentsmayencounterwhenlearningnewvocabulary.14、Inteachingreadingskills,whatstrategywouldbemosteffectiveforhelpingstudentscomprehendcomplextexts?A.Encouragingstudentstoreadquicklytogetthegistofthetext.B.Teachingstudentstoidentifyandanalyzekeythemes,structures,andvocabularywithinthetext.C.Focusingsolelyongrammarrulesthatappearinthetext.D.Advisingstudentstomemorizethetextverbatimforbetterunderstanding.Answer:B.Teachingstudentstoidentifyandanalyzekeythemes,structures,andvocabularywithinthetextisaneffectivestrategyforenhancingcomprehensionofcomplextexts.Thisapproachhelpsstudentsdevelopcriticalthinkingskillsandenablesthemtoengagemoredeeplywiththematerial,ratherthanjustskimmingthesurface.15、WhichofthefollowingisNOTacharacteristicoftask-basedlanguageteaching(TBLT)?A.FocusoncommunicativecompetenceB.UseofauthenticmaterialsC.EmphasisonformovermeaningD.Student-centeredactivities16、Inthecontextofsecondlanguageacquisition,whatdoestheterm“interlanguage”referto?A.ThelanguageusedbyteachersintheclassroomB.Alanguagevarietythatrepresentsthelearner’scurrentstateofknowledgeofthetargetlanguageC.ThelanguageusedbystudentstocommunicatewitheachotherduringgroupworkD.ThelanguageusedintextbooksandotherinstructionalmaterialsAnswersandExplanations:15、ThecorrectanswerisC.Emphasisonformovermeaning.Task-basedlanguageteaching(TBLT)emphasizestheuseoftasksasthecentralunitofplanningandinstruction,focusingonmeaningandcommunicationratherthanform.Therefore,TBLTisnotcharacterizedbyanemphasisonformovermeaning.17、Whichofthefollowingactivitiesismostsuitablefordevelopingstudents’abilitytoinfermeaningfromcontext?A.Studentsareaskedtomemorizenewvocabularywords.B.Studentsaregivenalistofidiomaticexpressionstolearnbyheart.C.Studentsreadapassageandanswercomprehensionquestionsthatrequirethemtomakeinferences.D.Studentslistentoarecordingandwritedownwhattheyhearverbatim.Answer:CExplanation:Developingtheabilitytoinfermeaningfromcontextinvolvesunderstandingbeyondliteralmeanings,whichisbestpracticedthroughreadingpassagesandansweringquestionsthatrequiremakinglogicaldeductions.Memorization(optionsAandB)doesnotencourageinferentialthinking,whilelisteningandtranscribing(optionD)focusesonlisteningskillsratherthaninference.18、Inthecontextofteachinggrammar,whichmethodemphasizestheuseofauthenticmaterialsandcommunicativetasksoverexplicitinstructioningrammaticalrules?A.TheGrammar-TranslationMethodB.TheAudio-LingualMethodC.TheCommunicativeApproachD.TheDirectMethodAnswer:CExplanation:TheCommunicativeApproachfocusesonlanguageuseandmeaningfulcommunication,usingauthenticmaterialsandtasksthatsimulatereal-lifesituations.ItcontrastswithmethodsliketheGrammar-TranslationMethod,whichemphasizesgrammarandvocabularyinstruction,ortheAudio-LingualMethod,whichfocusesonpatterndrillsandimitation.

Letmeknowifyouneedanyfurthercustomizationoradditionalquestions.19、WhichofthefollowingbestdescribestheroleofateacherinaCommunicativeLanguageTeaching(CLT)approach?A.Acontrollerwhomonitorsandcorrectsallstudenterrors.B.Afacilitatorwhocreatesanenvironmentconducivetolanguagelearning.C.Asoleassessorwhoevaluatesstudentssolelybasedontestsandquizzes.D.Alecturerwhoprimarilyfocusesongrammarrulesandvocabularylists.Answer:BExplanation:InCLT,theteacheractsmoreasafacilitatororguide,creatingasupportivelearningenvironmentthatencouragescommunicationandinteractionamongstudents.Whiletheteachermaystillcorrecterrorsandassessstudents,theserolesarenottheprimaryfocusinthisapproach.20、WhatisthemainpurposeofusingauthenticmaterialsintheEnglishclassroom?A.Tostrictlyadheretothetextbookcontentandensurestandardizedlearning.B.Toprovidereal-worldcontextandmakelearningmorerelevantandengaging.C.Tolimittherangeoftopicstothosefamiliartothestudentsonly.D.Tofocusexclusivelyongrammarandvocabularydrills.Answer:BExplanation:Authenticmaterials,suchasnewspaperarticles,videos,andpodcasts,providereal-worldcontextandhelpstudentsconnectwhattheyarelearningtoactualusageinthetargetlanguage.Thiscanincreasemotivationandengagement,makingthelearningprocessmoremeaningfulandeffective.21、Whichofthefollowingbestdescribestheuseofcontextcluestodeterminethemeaningofanunfamiliarwordinatext?A.IgnoringthewordandcontinuingtoreadB.LookingupthewordinadictionaryC.UsingsurroundingwordsandsentencestoinferthemeaningD.AskingsomeoneelseforthedefinitionAnswer:C.UsingsurroundingwordsandsentencestoinferthemeaningExplanation:Contextcluesrefertotheinformationsurroundingawordorphrasethatcanbeusedtoinferitsmeaning.Thisstrategyisoftenusedwhenreadingtohelpunderstandnewvocabularywithouthavingtolookupeachword.22、Inteachinggrammar,whichmethodemphasizestheuseofauthenticmaterialsandcommunicativeactivitiestofosterlanguageacquisition?A.TheGrammar-TranslationMethodB.TheDirectMethodC.TheCommunicativeApproachD.TheAudio-LingualMethodAnswer:C.TheCommunicativeApproachExplanation:TheCommunicativeApproachfocusesonenablingstudentstouselanguageinreal-lifesituationsthroughinteractivetasksandauthenticmaterials,ratherthanjustmemorizinggrammarrulesortranslatingsentences.

Wouldyoulikemetoprovideanyfurtherassistanceorgeneratemorequestions?23、Whichofthefollowingactivitiesismostsuitablefordevelopingstudents’speakingfluency?A.Role-playaconversationbetweencharactersfromanoveltheyhaveread.B.Fillintheblanksinaparagraphwithappropriateprepositions.C.Writeanessayontheimpactoftechnologyoncommunication.D.Listentoarecordingandtranscribewhatisheard.Answer:A.Role-playaconversationbetweencharactersfromanoveltheyhaveread.Explanation:Role-playingencouragesspontaneouslanguageuseandinteraction,whichhelpsdevelopspeakingfluency.Theotheroptionsfocusmoreonaccuracyorotherskills(writing,listening,andgrammar).24、WhatistheprimarypurposeofusingauthenticmaterialsintheEnglishclassroom?A.ToensurethatstudentsonlylearnStandardEnglish.B.Toprovidereal-worldcontextandrelevancetothelanguagebeinglearned.C.Tomakeiteasierforteacherstogradestudentwork.D.Toreducetheneedfortextbooksandotherlearningresources.Answer:B.Toprovidereal-worldcontextandrelevancetothelanguagebeinglearned.Explanation:Authenticmaterials—suchasnewspaperarticles,videos,andpodcasts—offergenuineexamplesoflanguageuseinreal-lifesituations,enhancingstudents’understandingandengagementwiththematerial.TheydonotguaranteethelearningofStandardEnglishspecifically,nordotheysimplifygradingoreliminatetheneedforotherresources.

Letmeknowifyouneedanyfurthercustomizationoradditionalquestions.25、Whichofthefollowingbestdescribestheroleofformativeassessmentinlanguageteaching?A.Torankstudentsaccordingtotheirperformance.B.Toprovidefeedbackthatcanbeusedtoimproveteachingandlearning.C.Tocertifystudents’leveloflanguageproficiency.D.Toselectstudentsforspecialprogramsorscholarships.Answer:B.Toprovidefeedbackthatcanbeusedtoimproveteachingandlearning.Explanation:Formativeassessmentisaprocessusedbyteacherstocontinuouslyevaluatestudentprogressduringthelearningprocess.Itsprimarypurposeistoinforminstructionandimprovestudentlearningratherthantoassignfinalgradesormakejudgmentsaboutstudentability.26、Inthecontextofsecondlanguageacquisition,whichtheoryemphasizestheimportanceofinputthatisslightlybeyondthelearner’scurrentlevelofcompetence?A.BehavioristTheoryB.CognitiveDevelopmentTheoryC.InputHypothesisD.SocialInteractionistTheoryAnswer:C.InputHypothesisExplanation:TheInputHypothesis,proposedbyStephenKrashen,suggeststhatlanguageacquisitionoccurswhenlearnersareexposedtocomprehensibleinputthatisatalevelslightlyabovetheircurrentlinguisticcompetence.Thisisoftenreferredtoas“i+1,”where“i”representsthecurrentlevelofcompetenceand“1”representsthenextlevelofdifficulty.

Letmeknowifyouneedanyfurthercustomizationoradditionalquestions.27、Whichofthefollowingactivitiesismosteffectivefordevelopingstudents’abilitytoinfermeaningfromcontextinreadingcomprehension?A.MatchingnewvocabularywordswiththeirdefinitionsB.PracticingpronunciationofnewvocabularywordsC.Readingapassageandpredictingtheauthor’spurposebasedontextualcluesD.WritingasummaryofthetextafterreadingAnswer:CExplanation:Inferringmeaningfromcontextrequiresstudentstouseclueswithinthetexttounderstandtheauthor’sintentorthemeaningofunfamiliarwords.OptionCbestalignswiththisskillasitinvolvesanalyzingthetexttomakepredictionsabouttheauthor’spurpose.28、Whenteachingthestructureofanargumentativeessay,whichelementshouldbeemphasizedtohelpstudentsconstructacoherentandpersuasiveargument?A.TheuseofcomplexvocabularytoimpressthereaderB.TheinclusionofdetaileddescriptionstosetthesceneC.AclearthesisstatementsupportedbyevidenceandexamplesD.Theuseoffirst-personpronounstocreateapersonalconnectionAnswer:CExplanation:Inanargumentativeessay,aclearthesisstatementisessentialasitsetsoutthemainargumentorclaimoftheessay.Supportingthisthesiswithrelevantevidenceandexamplesstrengthenstheargumentandhelpsmaintaincoherencethroughouttheessay.Thus,optionCisthemostimportantelementtoemphasize.Thetwomultiple-choicequestionsforthe“SeniorHighSchoolEnglishSubjectKnowledgeandTeachingAbilityTest”havebeensuccessfullygenerated.Heretheyareagainforyourreference:SeniorHighSchoolEnglishSubjectKnowledgeandTeachingAbilityTestPartI:MultipleChoiceQuestions27、Whichofthefollowingactivitiesismosteffectivefordevelopingstudents’abilitytoinfermeaningfromcontextinreadingcomprehension?A.MatchingnewvocabularywordswiththeirdefinitionsB.PracticingpronunciationofnewvocabularywordsC.Readingapassageandpredictingtheauthor’spurposebasedontextualcluesD.WritingasummaryofthetextafterreadingAnswer:CExplanation:Inferringmeaningfromcontextrequiresstudentstouseclueswithinthetexttounderstandtheauthor’sintentorthemeaningofunfamiliarwords.OptionCbestalignswiththisskillasitinvolvesanalyzingthetexttomakepredictionsabouttheauthor’spurpose.28、Whenteachingthestructureofanargumentativeessay,whichelementshouldbeemphasizedtohelpstudentsconstructacoherentandpersuasiveargument?A.TheuseofcomplexvocabularytoimpressthereaderB.TheinclusionofdetaileddescriptionstosetthesceneC.AclearthesisstatementsupportedbyevidenceandexamplesD.Theuseoffirst-personpronounstocreateapersonalconnectionAnswer:CExplanation:Inanargumentativeessay,aclearthesisstatementisessentialasitsetsoutthemainargumentorclaimoftheessay.Supportingthisthesiswithrelevantevidenceandexamplesstrengthenstheargumentandhelpsmaintaincoherencethroughouttheessay.Thus,optionCisthemostimportantelementtoemphasize.29、WhichofthefollowingbestdescribesthepurposeofusingaclozetestinanEnglishlanguageclassroom?A.Toassessstudents’understandingofgrammarrules.B.Toevaluatestudents’vocabularyrangeandcoherenceintext.C.Tomeasurestudents’listeningcomprehensionskills.D.Tocheckstudents’abilitytowritecreatively.Answer:B.Toevaluatestudents’vocabularyrangeandcoherenceintext.Explanation:Aclozetesttypicallyinvolvesremovingwordsfromapassageandaskingstudentstofillintheblanks.Thistypeofexerciseisprimarilyusedtoassessastudent’sabilitytounderstandvocabularyincontextandmaintainthecoherenceofatext.30、InthecontextofteachingEnglishasasecondlanguage,whichactivitywouldbestpromotethedevelopmentofcommunicativecompetence?A.Practicingverbconjugationsthroughwrittenexercises.B.Memorizinglistsofvocabularywords.C.Engaginginrole-playscenariosthatsimulatereal-lifeconversations.D.Listeningtoarecordingofanativespeakerreadingapassage.Answer:C.Engaginginrole-playscenariosthatsimulatereal-lifeconversations.Explanation:Communicativecompetenceinvolvestheabilitytouselanguageeffectivelyinsocialcontexts.Role-playactivitiesencouragestudentstouselanguageinapractical,interactiveway,helpingthemdevelopfluencyandappropriatenessincommunication.

Wouldyoulikemetogeneratemorequestionsorassistyouwithanotheraspectofthisexam?二、簡(jiǎn)答題（20分）Title:“CulturalHeritageExploration:AMultimediaPresentation”O(jiān)bjective:Toenablestudentstoresearch,analyze,andpresentinformationaboutaculturalheritagetopicinEnglish,therebyenhancingtheirlanguageskills,criticalthinking,andcollaborationabilities.Steps:Grouping&TopicSelection:Dividestudentsintosmallgroupsof3-4members.Eachgroupselectsaculturalheritagetopicrelatedtoacountry,region,orcommunityoftheirinterest.Research&Analysis:Studentsconductresearchusingavarietyofsources(books,articles,videos,interviews,etc.)togatherinformationabouttheselectedtopic.Theyanalyzethedata,identifyingkeyelements,similarities,anddifferencesinculturalpractices,beliefs,andtraditions.ContentCreation:Groupsdevelopamultimediapresentationthatshowcasestheirfindings.ThiscouldincludeaPowerPointpresentationwithembeddedvideos,audiorecordingsofinterviews,originalwritingpieces(e.g.,essays,poems,shortstories)inEnglishreflectingtheirunderstandingandperspectivesonthetopic,andpossiblyevenashortdramaordocumentarysegment.Collaboration&PeerReview:Withingroups,studentscollaboratetodividetasks,providefeedbackoneachother’swork,andrefinethepresentation.Theyalsoengageinpeerreviewsessionswithothergroups,wheretheygiveandreceiveconstructivecriticism.Presentation&Reflection:Eachgrouppresentstheirmultimediaprojecttotheclass.Afterward,thereisadiscussionwherestudentsreflectontheirlearningexperiences,challengesfaced,andtheskillstheyhavedevelopedthroughthisproject.Assessment:QualityofresearchandanalysisOriginalityandcreativityincontentcreationEffectivenessofcollaborationandcommunicationwithinandbetweengroupsClarityandfluencyinEnglishlanguageuseSelf-reflectionandcriticalthinkingdemonstratedduringthepresentationanddiscussionThisPBLactivityencouragesstudentstoengagedeeplywiththeEnglishlanguageastheyresearch,analyze,andpresentinformationaboutaculturalheritagetopic.Itfosterscollaboration,criticalthinking,andcommunicationskillswhilepromotingculturalawarenessandappreciation.三、教學(xué)情境分析題（30分）SectionThree:TeachingScenarioAnalysisQuestion:Youarepreparingtoteachalessonon“TheGreatGatsby”byF.ScottFitzgeraldtoaclassofseniorhighschoolstudents.ThelessonobjectiveistohelpstudentsanalyzethecharacterofGatsbythroughhisinteractionsandspeechesinthenovel.Createateachingscenariothatinvolvesaclassroomactivityaimedatdeepeningstudents’understandingofGatsby’scharacter,including:ActivityDescription:Describeastructuredactivitythatencouragescriticalthinkingandactiveparticipationfromstudents.MaterialsNeeded:Listanyresourcesormaterialsrequiredfortheactivity.ImplementationSteps:Outlinethestep-by-stepprocessforconductingtheactivity.AssessmentStrategy:Explainhowyouwillevaluatestudents’understandingandengagementduringtheactivity.Answer:ActivityDescription:Theactivitywillbetitled“Gatsby’sWords,Gatsby’sWorld.”Inthisactivity,studentswillworkinsmallgroupstoselectkeypassagesfromthenovelthatrevealGatsby’scharactertraits.Eachgroupwillthencreateavisualrepresentation(e.g.,aposter,adigitalpresentation,orashortvideo)thatcapturestheessenceofGatsby’scharacterasportrayedthroughtheirchosenquotes.ThevisualrepresentationshouldalsoincludeabriefanalysisofwhythesequotesrevealGatsby’spersonalityandmotivations.MaterialsNeeded:Copiesof“TheGreatGatsby”byF.ScottFitzgeraldWhiteboards,markers,ordigitalpresentationtools(e.g.,PowerPoint,GoogleSlides)Accesstoeditingsoftwareorvideocreationtools(ifusingvideos)ProjectororlargescreenfordisplayingpresentationsImplementationSteps:Pre-ActivityPreparation:Assignthenovelchapterstostudentsinadvance,ensuringeachgrouphasadiverseselectionofpassagestoanalyze.Introduction:Begintheclassbybrieflyreviewingtheimportanceofcharacteranalysisinliteratureandsettingthestagefortheactivity.GroupFormation:Dividetheclassintosmallgroupsof3-4students,ensuringamixofreadinglevelsandpersonalitieswithineachgroup.ActivityExecution:EachgroupselectskeyquotesfromtheirassignedchaptersthatrevealGatsby’scharacter.Groupsbrainstormideasfortheirvisualrepresentation,focusingoncreativityandclarityofmessage.Studentscollaboratetocreatetheirvisualrepresentation,using