2025年教師資格考試高級(jí)中學(xué)學(xué)科知識(shí)與教學(xué)能力英語(yǔ)試題及解答參考

2025年教師資格考試高級(jí)中學(xué)英語(yǔ)學(xué)科知識(shí)與教學(xué)能力復(fù)習(xí)試題及解答參考一、單項(xiàng)選擇題（本大題有30小題，每小題2分，共60分）1、題干：Theteacherusedavarietyofteachingmethodstoengagestudentsinthelesson.Whichofthefollowingisanexampleofadirectteachingmethod?GroupdiscussionsRole-playingProject-basedlearningFlashcards答案：D解析：選項(xiàng)A、B和C都是間接教學(xué)方法的例子，它們鼓勵(lì)學(xué)生通過(guò)互動(dòng)和合作來(lái)學(xué)習(xí)。而選項(xiàng)D中的“Flashcards”（閃卡）是一種直接教學(xué)方法，通常用于幫助學(xué)生記憶詞匯和事實(shí)，教師直接展示信息，學(xué)生通過(guò)重復(fù)練習(xí)來(lái)學(xué)習(xí)。因此，正確答案是D。2、題干：InordertoassessthelevelofEnglishproficiencyofthestudents,theteacherdecidedtoconducta________.oraltestwrittentestportfolioassessmentpeerreview答案：B解析：選項(xiàng)A的“oraltest”（口語(yǔ)測(cè)試）和選項(xiàng)D的“peerreview”（同行評(píng)審）通常用于評(píng)估學(xué)生的口語(yǔ)能力和批判性思維能力。選項(xiàng)C的“portfolioassessment”（作品集評(píng)估）則是通過(guò)收集學(xué)生的作品來(lái)評(píng)估他們的綜合能力。而選項(xiàng)B的“writtentest”（筆試）是評(píng)估學(xué)生英語(yǔ)書(shū)面能力的一種常見(jiàn)方法。因此，正確答案是B。3、WhichofthefollowingstatementsabouttheuseofauthenticmaterialsinanEnglishlanguageclassroomisNOTtrue?

A)Authenticmaterialscanincreasestudents’motivation.

B)Authenticmaterialsshouldbeusedexclusivelytoensurelanguageaccuracy.

C)Authenticmaterialsprovidereal-lifecontextforlanguagelearning.

D)Authenticmaterialscanhelpbridgethegapbetweentheclassroomandtheoutsideworld.Answer:B

Explanation:Whileauthenticmaterialsareincrediblybeneficialforlanguagelearning,theydonotnecessarilyguaranteelanguageaccuracyontheirown.Teachersoftenneedtoadaptthesematerialsorsupplementthemwithstructuredactivitiestoensurethatstudentsgraspgrammaticalstructuresandvocabularyaccurately.4、Inthecontextofteachingreadingskills,whichactivitywouldbeLEASTeffectiveinpromotingcriticalthinkingamonghighschoolstudents?

A)Askingstudentstosummarizethemainpointsofatext.

B)Encouragingstudentstocomparedifferentperspectivespresentedinmultipletexts.

C)Havingstudentsidentifytheauthor’spurposeandbiases.

D)Instructingstudentstolistfactsfromthetextwithoutanalysis.Answer:D

Explanation:Listingfactsfromthetextwithoutanyanalysisorsynthesisdoeslittletoengagestudents’criticalthinkingskills.Summarizing,comparingperspectives,andidentifyingtheauthor’sintent,ontheotherhand,allrequiredeeperlevelsofcognitiveengagementandthuspromotecriticalthinkingmoreeffectively.Thissectionprovidesaglimpseintothetypeofquestionsthatmightappearonsuchanexam,focusingonpedagogicalknowledgeandtheapplicationofeducationaltheoryinteachingEnglishasasecondlanguage.5、Theteacherispreparingalessonplanforteachingthepoem“TheRoadNotTaken”byRobertFrost.Whichofthefollowingisthebeststrategytoengagestudentsinactivelearning?Readingthepoemaloudandaskingstudentstosummarizethemainidea.Showingavideoclipofthepoembeingrecitedbyaprofessionalactor.Providingalistofquestionsaboutthepoemforstudentstoanswerindividually.Askingstudentstowriteashortessayabouttheirownpersonalexperiencesthatrelatetothethemeofthepoem.Answer:D)

Explanation:Encouragingstudentstowriteashortessayabouttheirownpersonalexperiencesrelatedtothepoem’sthemeisaneffectivestrategyforactivelearning.Thisallowsstudentstoconnectthecontenttotheirownlives,fosteringdeeperunderstandingandcriticalthinking.6、InahighschoolEnglishclass,theteacherwantstoassessthestudents’comprehensionofashortstory.Whichofthefollowingassessmentmethodsismostappropriate?Amultiple-choicequizcoveringspecificdetailsfromthestory.Anoralpresentationinwhichstudentssummarizetheplotandcharacterdevelopment.Areflectivejournalentrywherestudentsdiscusstheirthoughtsandfeelingsaboutthestory.Agroupdiscussionledbytheteacheraboutthemoralandethicallessonsofthestory.Answer:C)

Explanation:Areflectivejournalentryisanexcellentwaytoassessstudents’comprehensionofastory,asitencouragesthemtothinkdeeplyaboutthecontentandexpresstheirthoughtsandfeelings.Thismethodallowsforindividualreflectionandcanprovideinsightintostudents’understandingofthestory’sthemesandmessages.7、Whichofthefollowingactivitiesismostsuitableforpracticingstudents’listeningforspecificinformationinahighschoolEnglishclass?Listeningtoasongandwritingdownthelyrics.Watchingamoviewithoutsubtitlesanddiscussingtheplot.Listeningtoashortlectureandcompletingatrue/falsequiz.Participatinginarole-playconversation.Answer:C)Listeningtoashortlectureandcompletingatrue/falsequiz.Explanation:Whenthegoalistopracticelisteningforspecificinformation,anactivitythatrequiresstudentstofocusondetailsandfactsismostappropriate.Atrue/falsequizbasedonashortlectureprovidesacleartaskthatcheckswhetherstudentshaveunderstoodthekeypointsanddetailsfromtheaudiomaterial.Theotheroptions,whiletheymaybevaluablefordifferentpurposes,donotspecificallytargettheskilloflisteningfordetailedinformationaseffectivelyasoptionCdoes.8、Whendesigningalessontoimprovehighschoolstudents’readingcomprehension,whichofthefollowingstrategieswouldbeleasteffective?Pre-teachingvocabularythatstudentswillencounterinthetext.Askingstudentstoreadsilentlyandthenanswerquestionsaboutthetext.Havingstudentsskimthetexttogetthemainideabeforereadingfordetail.Instructingstudentstotranslateeachsentenceintotheirnativelanguage.Answer:D)Instructingstudentstotranslateeachsentenceintotheirnativelanguage.Explanation:Whiletranslationcansometimesbeausefultoolforunderstandingindividualwordsorphrases,itisgenerallynotaneffectivestrategyforimprovingoverallreadingcomprehension.ItcanslowdownthereadingprocessandpreventstudentsfromdevelopingtheabilitytounderstandtextsinEnglishwithoutrelyingontheirnativelanguage.OptionsA,B,andCareallrecognizedstrategiesthatsupportreadingcomprehensionbybuildingvocabulary,encouragingactiveengagementwiththetext,andteachingstudentstodifferentiatebetweenmainideasandsupportingdetails.9.Theteacherisusinganewmethodtoengagestudentsinthelearningprocess.Whichofthefollowingisadirectresultofthismethod?Thestudentsarelessmotivatedtoparticipate.Thestudentsshowadecreaseinunderstandingthematerial.Thestudentsbecomemoreactiveinaskingquestionsanddiscussingtopics.Thestudents’writingskillsimprovesignificantly.Answer:C

Explanation:Thequestionasksforadirectresultoftheteacher’snewmethod.OptionCsuggeststhatthemethodhasthepositiveeffectofincreasingstudentengagementbyencouragingthemtoaskquestionsanddiscusstopics,whichisadirectresultofaneffectiveteachingmethodaimedatstudentinteractionandparticipation.Theotheroptionssuggestnegativeoutcomes,whicharenotinlinewiththeintentionofusinganewmethodtoengagestudents.10.InalessononShakespeare’s“RomeoandJuliet,”theteacherwantstohelpstudentsunderstandtheElizabethanlanguage.Whichofthefollowingactivitieswouldbemosteffectiveinachievingthisgoal?Havingstudentsreadtheplaywithoutanyexplanationoftheperiod-specificlanguage.ProvidingaglossaryofElizabethantermsandaskingstudentstotranslatetheplay.Conductingaclassdiscussiononthehistoricalcontextoftheplaywithoutaddressingthelanguage.UsingmodernEnglishtranslationstoreplaceallElizabethanwordsintheplay.Answer:B

Explanation:ThegoalistohelpstudentsunderstandtheElizabethanlanguage,whichisaspecificperiod’slanguage.Providingaglossaryandaskingstudentstotranslatetheplaywoulddirectlyaddresstheissueandencouragethemtoengagewiththeoriginaltext.ThisactivitypromoteslanguagecomprehensionandallowsstudentstoseethedifferencesbetweentheoriginalandmodernEnglish.OptionsAandCdonotdirectlyhelpstudentsunderstandthelanguage,andoptionDwouldrobstudentsoftheopportunitytoexperiencetheoriginallanguageanditsnuances.11、Inthefollowingsentence,theword“adequate”functionsasa(n)___________.A.adjectiveB.nounC.verbD.adverbAnswer:AExplanation:Theword“adequate”inthesentence“Theclassroomisnotadequateforthenumberofstudents.”isusedtodescribethenoun“classroom,”indicatingitssuitabilityorsufficiency.Therefore,itactsasanadjectiveinthiscontext.12、Whichofthefollowingsentencesisgrammaticallycorrect?A.Thebookhasbeenreadbyallthestudents.B.Allthestudentshavereadthebook.C.Allthestudentsreadthebookhas.D.Thebookallthestudentsread.Answer:BExplanation:SentenceB,“Allthestudentshavereadthebook,”isgrammaticallycorrect.Itfollowsthecorrectsubject-verb-objectorderandhastheappropriateauxiliaryverb“have”toagreewiththepluralsubject“allthestudents.”Theotheroptionscontaingrammaticalerrors.13.Theteacherisguidingthestudentstounderstandtheculturalcontextofanovel.Whichofthefollowingactivitieswouldbemostappropriatetohelpthestudentsgainthisunderstanding?A.Readingthenovelsilentlyinclass.B.Discussingtheplotandcharacters.C.Watchingafilmadaptationofthenovel.D.Comparingthenovelwithasimilaronefromadifferentculture.Answer:D

Explanation:Comparingthenovelwithasimilaronefromadifferentcultureallowsstudentstogainadeeperunderstandingoftheculturalcontext.Thisactivityencouragescriticalthinkingandculturalawareness,whichareessentialskillsforlanguagelearners.14.InalessonontheuseofconditionalsentencesinEnglish,theteacherwantstoensurethatstudentsunderstandthedifferencebetweenthefirstandsecondconditional.Whichofthefollowingisthemosteffectivewaytodemonstratethisdifference?A.Showingalistofsentencesandaskingstudentstocategorizethem.B.Conductingarole-playactivitywherestudentspracticebothconditions.C.Providingadetailedexplanationofthegrammarrules.D.Givingstudentsapassagetoreadandaskingthemtoidentifythecorrectconditionalform.Answer:B

Explanation:Conductingarole-playactivityisthemosteffectivewaytodemonstratethedifferencebetweenthefirstandsecondconditional.Itallowsstudentstoengagewiththelanguageinapracticalandinteractivemanner,whichenhancestheirunderstandingandretentionofthegrammaticalconcepts.15、Thefollowingsentencecontainsacommaspliceerror.Whichofthefollowingsentencesiscorrectedcorrectly?Thestudentsarestudyingfortheexam,theyneedmoretimetoprepare.Thestudentsarestudyingfortheexam;theyneedmoretimetoprepare.Thestudentsarestudyingfortheexam,theyneedmoretimetoprepare,buttheteacherwon’tgivethemanextension.Thestudentsarestudyingfortheexam;theyneedmoretimetoprepare;theteacherwon’tgivethemanextension.Answer:B)

Explanation:Thecorrectcorrectionusesasemicolontoconnectthetwoindependentclauses,indicatingastrongerconnectionbetweenthemthanacommawould.16、Choosethecorrectwordtocompletethefollowingsentence:Theteacher’senthusiasmforthesubjectwascontagious,whichhadapositiveimpactonthestudents’performanceinthe______.gradecoursesubjectexamAnswer:C)

Explanation:Theword“subject”isthecorrectchoiceasitreferstotheparticularfieldofstudy,whichinthiscaseisEnglish,thesubjecttheteacherispassionateabout.Theotheroptionsaremoregeneralanddonotspecificallyrefertothefieldofstudybeingdiscussed.17.Theteacherisdemonstratinganewmethodofteachingvocabularytoherstudents.Shestartsbyshowingalistofwordsandasksthestudentstopredictthemeaningsofthewords.Whichofthefollowingisthemostappropriateinstructionaltechniquesheisusing?DirectinstructionGuideddiscoveryInquiry-basedlearningCooperativelearningAnswer:B)GuideddiscoveryExplanation:Guideddiscoveryisaninstructionaltechniquewherestudentsareencouragedtoexploreanddiscoverinformationontheirownwiththeguidanceoftheteacher.Inthiscase,theteacherisfacilitatingthestudents’predictionofwordmeaningsbasedonalist,whichisanexampleofguideddiscovery.18.InahighschoolEnglishclass,theteacherwantstoassessthestudents’comprehensionofarecentlyreadnovel.Whichofthefollowingassessmentmethodswouldbemosteffectiveforthispurpose?Multiple-choicetestEssayquestionOralpresentationGroupprojectAnswer:B)EssayquestionExplanation:Anessayquestionwouldallowtheteachertoassessthedepthofthestudents’comprehensionofthenovel.Itwouldrequirestudentstodemonstratetheirunderstandingthroughdetailedexplanations,criticalthinking,andapplicationofknowledge,whichismorecomprehensivethanamultiple-choicetestorothermethodsthatmightfocusmoreonfactualrecall.19.Theteacherwantstouseareadingpassagetohelpstudentsimprovetheircomprehensionskills.Whichofthefollowingactivitiesismostsuitableforthispurpose?A.ListeningtoarecordedstoryB.DiscussingthemainideaofavideoclipC.WritingasummaryofthepassageD.Identifyingthecharactersinaplay答案：C解析：選項(xiàng)C中，讓學(xué)生寫(xiě)一段總結(jié)可以幫助他們梳理文章的主要信息和細(xì)節(jié)，從而提高閱讀理解能力。其他選項(xiàng)雖然也有助于語(yǔ)言技能的提高，但與閱讀理解技能的提升關(guān)系不大。20.Inalessononthethemeof“Friendship,”theteacherwantstoengagestudentsinadiscussion.Whichofthefollowingquestionsisbestsuitedforinitiatingameaningfuldiscussiononthistopic?A.“Whatisyourbestmemorywithafriend?”B.“Doyouprefertohavealotoffriendsorafewcloseones?”C.“Howdoyoudefineatruefriend?”D.“Canyoudescribeatimewhenafriendhelpedyouinadifficultsituation?”答案：C解析：選項(xiàng)C中的問(wèn)題“你如何定義一個(gè)真正的朋友？”可以引導(dǎo)學(xué)生深入思考友誼的本質(zhì)，激發(fā)他們對(duì)這一主題的討論興趣。其他選項(xiàng)雖然與友誼相關(guān)，但不夠深入，可能無(wú)法引發(fā)學(xué)生的深刻討論。21.Thefollowingsentenceisanexampleofa(n)__________clause.A.non-finiteB.relativeC.infinitiveD.adverbialAnswer:BExplanation:Arelativeclauseisaclausethatdescribesanounorpronounthatismentionedelsewhereinthesentence.Inthiscase,theclause“thatdescribesanoun”isarelativeclause,makingoptionBthecorrectanswer.22.Whichofthefollowingisthecorrectwaytoexpress“isnot”inthepastcontinuoustense?A.wasnotB.werenotC.wasnotbeingD.werenotbeingAnswer:CExplanation:Thepastcontinuoustenseisusedtodescribeactionsthatwerehappeningataspecificpointinthepast.Toexpress“isnot”inthepastcontinuoustense,youuse“was/were”followedby“notbeing.”Sincethesubjectisnotspecified,“wasnotbeing”isthecorrectanswer,makingoptionCthecorrectchoice.23.Inthefollowingsentence,“Theteacher’sapproachtoteachingEnglishisbothcreativeandengaging,”whichwordbestdescribestheteacher’steachingstyle?A.ConventionalB.InnovativeC.BoringD.OverlystructuredAnswer:B

Explanation:Theword“creative”inthesentenceindicatesthattheteacher’steachingapproachisinnovativeandnotconventional.Therefore,thecorrectanswerisB.Innovative.24.Whatistheprimarygoalofformativeassessmentinaclassroomsetting?A.ToevaluatestudentperformanceforgradingpurposesB.ToassesstheeffectivenessoftheteachingmethodsC.ToprovidefeedbacktostudentsontheirprogressD.TodeterminethereadinessofstudentsforthenextlevelAnswer:C

Explanation:Formativeassessmentisdesignedtoprovideongoingfeedbackandsupporttostudents,helpingthemtoimprovetheirunderstandingandskills.Therefore,theprimarygoalistoprovidefeedbacktostudentsontheirprogress,makingCthecorrectanswer.25.Theteacherisdemonstratinganewtechniqueintheclassroom.Whichofthefollowingphrasesbestdescribestheteacher’sapproachtointroducingthetechnique?A.“Let’strythisnewmethod;it’scalled‘jigsaw.’”B.“I’vebeenusingthistechnique,butitneverseemstoworkforus.”C.“Ithinkweshouldsticktothetraditionalwayofteachingfornow.”D.“Thisishowwe’vealwaysdoneit,sothere’snoneedtochange.”Answer:A

Explanation:OptionAcorrectlydescribestheteacher’sapproachasactivelyintroducinganewtechnique,whichispositiveandopentotryingsomethingnew.OptionsB,C,andDeitherexpressskepticism,reluctancetochange,oraresistancetotryingnewmethods,whichdonotalignwiththegoalofdemonstratinganewtechniqueeffectively.26.Inalessononenvironmentalissues,theteacherwantstoencouragecriticalthinkingamongstudents.Whichactivitywouldbemosteffectiveinpromotingthis?A.Readingapassageandansweringmultiple-choicequestions.B.Watchingadocumentaryandsummarizingthemainpoints.C.Engaginginadebateontheprosandconsofaspecificenvironmentalpolicy.D.Completingaworksheetwithdetailedinstructionsonsustainablepractices.Answer:C

Explanation:Engaginginadebateencouragesstudentstothinkcriticallybyconsideringdifferentperspectivesandconstructingarguments.OptionsAandBaremorepassiveanddonotrequireasmuchcriticalthinking.OptionDisastraightforwardworksheetactivitythatdoesnotpromotecriticalthinkingortheevaluationofmultipleviewpoints.27.Thesentence“Themoreyouread,themoreknowledgeyouwillgain”demonstrateswhichtypeofsentencestructure?A.ConditionalB.RelativeC.DeclarativeD.InterrogativeAnswer:A

Explanation:Thissentenceisanexampleofaconditionalsentence,specificallyatype2conditional,whichexpressesapresentunrealconditionanditsresult.Itusesthestructure“Themore…themore…”toshowarelationshipbetweentwoquantities.28.Whichofthefollowingisanexampleofanactivevoicesentence?A.Thebookwaswrittenbytheauthor.B.Theauthorwrotethebook.C.Thebookhasbeenwrittenbytheauthor.D.Thebookisbeingwrittenbytheauthor.Answer:B

Explanation:Anactivevoicesentenceplacesthesubjectofthesentenceintheroleoftheperformeroftheaction,whileapassivevoicesentenceplacesthesubjectintheroleofthereceiveroftheaction.Inthiscase,optionBcorrectlyusestheactivevoicebystatingthattheauthoristheonewhowrotethebook.29.Thesentence“Thebookisinterestingandinformative,whichissuitableforbothbeginnersandadvancedlearners.”bestsupportsthefollowingconclusion:A.Thebookisonlyforadvancedlearners.B.Thebookisnotsuitableforbeginners.C.Thebookisversatileandcanbeusedbybothbeginnersandadvancedlearners.D.Thebookisneitherinterestingnorinformative.Answer:CExplanation:Thesentenceclearlystatesthatthebookissuitableforbothbeginnersandadvancedlearners,indicatingthatitisversatile.Therefore,optionCisthecorrectconclusion.30.Inthefollowingdialogue,whichwordisademonstrativepronoun?A.“That”-referstoaspecificthingthathasalreadybeenmentioned.B.“It”-apronounusedtorefertoanounthathasbeenmentionedearlierinthetext.C.“These”-apronounusedtorefertoagroupofthingsorpeople.D.“Which”-usedtointroducearelativeclause.Answer:AExplanation:Inthegivenoptions,“That”isademonstrativepronounthatpointstoaspecificthingthathasalreadybeenmentioned.Theotheroptionsaredifferenttypesofpronounsbutnotdemonstrativepronouns.二、簡(jiǎn)答題（20分）Question:

PleaseexplaintheimportanceofvocabularyteachinginEnglishlanguagelearninganddiscusstwoeffectivestrategiesforvocabularyacquisitionintheclassroom.Answer:

VocabularyteachingiscrucialinEnglishlanguagelearningasitformsthefoundationforcomprehension,expression,andoveralllanguageproficiency.Arobustvocabularyenableslearnerstounderstandwrittenandspokenlanguagemoreeasily,expressthemselvesmoreeffectively,andcommunicatewithgreaterconfidence.Herearetwoeffectivestrategiesforvocabularyacquisitionintheclassroom:1.ContextualLearning:

Contextuallearninginvolvespresentingnewvocabularywithinthecontextofreal-lifesituationsorrelevanttexts.Thisapproachhelpslearnersunderstandthemeaningandusageofnewwordsthroughthecontextinwhichtheyareused.Teacherscanimplementthisstrategyby:Incorporatingvocabularyintostorybooks,articles,orsongsthatstudentsarefamiliarwithorcanrelateto.Usingreal-lifeexamplestoillustratethemeaningofnewwords,suchasshowingpictures,videos,ordemonstratingtheusageindifferentsituations.Encouragingstudentstousenewvocabularyinsentencesorconversations,therebypromotingactivelearning.2.MnemonicDevices:

Mnemonicdevicesarememoryaidsthathelplearnersremembernewwordsmoreeasily.Byusingthesetechniques,studentscancreateassociationsthatmakeitsimplertorecallthemeaningandpronunciationofnewvocabulary.Teacherscanusethefollowingmnemonicdevicesintheclassroom:Acronymsoracrostics:Createaphraseorsentenceusingthefirstletterofeachwordinthenewvocabularylist.Rhymes:Pairnewwordswithrhymingwordstomakethemmorememorable.Visualimagery:Encouragestudentstovisualizethemeaningofnewwordsbycreatingmentalimagesordrawingdiagrams.Storytelling:Usestorytellingtechniquestocreateanarrativethatincorporatesnewvocabulary,makingiteasierforstudentstorememberthewordsandtheirmeanings.Explanation:

Thefirststrategy,contextuallearning,emphasizestheimportanceofunderstandingthemeaningofnewwordsinthecontexttheyareused.Thisnotonlyaidsinmemorizationbutalsoenhancescomprehensionandexpressionskills.Thesecondstrategy,mnemonicdevices,utilizesmemoryaidstohelpstudentsremembernewvocabulary.Thesetechniquesengagethestudents’imaginationandmakethelearningprocessmoreenjoyableandeffective.Byincorporatingbothstrategies,teacherscancreateadynamicandengaginglearningenvironmentthatpromotesvocabularyacquisition.三、教學(xué)情境分析題（30分）TeachingScenarioAnalysisQuestionQuestion:

AsanEnglishteacherataseniorhighschool,youareplanningtoteachaunitabout“EnvironmentalProtection”toyourstudents.ThestudentsareinGrade11andhaveabasicunderstandingofEnglishgrammarandvocabulary.Theclasssizeis35students,andtheteachingperiodis45minutes.Theclassroomisequippedwithamultimediaprojectorandacomputer.Youhavethefollowingresourcesavailable:1.Atextbookwithlessonplansandexercises2.Asetofpicturesrelatedtoenvironmentalissues3.Alistofkeyvocabularywordsrelatedtoenvironmentalprotection4.AwebsitewithinteractiveactivitiesandvideosaboutenvironmentalprotectionPleaseanalyzetheteachingscenarioandprovideadetailedplanforhowyouwouldstructureyourlessontoeffectivelyteachthisunit.Answer:LessonPlan:I.Introduction(5minutes)Beginthelessonbyaskingstudentstosharetheiropinionsaboutenvironmentalprotection.Encouragethemtousethevocabularylistprovidedtoexpresstheirideas.Showabriefvideocliprelatedtoenvironmentalissuestostimulatediscussionandintroducethetopic.VocabularyTeaching(10minutes)Introducethekeyvocabularywordsrelatedtoenvironmentalprotectionusingthepicturesandthetextbook.Havestudentsworkinpairstomatchthevocabularywordswiththeirdefinitionsandusetheminsentences.Havethepairspresenttheirsentencestotheclass,andprovidefeedbackandcorrectionsasneeded.ReadingComprehension(15minutes)Assignashortreadingpassagerelatedtoenvironmentalprotectionfromthetextbookoranonlinesource.Havestudentsreadthepassageindividuallyandanswercomprehensionquestions.Discussthepassageasaclass,focusingonthemainideas,supportingdetails,andvocabulary.WritingActivity(10minutes)Havestudentswriteashortessayabouttheirownviewsonenvironmentalprotection,usingthevocabularytheyhavelearnedandtheideasfromthereadingpassage.Provideasampleessayforstudentstofollowasaguide.V.InteractiveActivity(5minutes)Usethewebsitewithinteractiveactivitiestohavestudentsparticipateinagameorquizrelatedtoenvironmentalprotection.Thiswillprovideafunandengagingwayforstudentstoreinforcetheirlearning.Conclusion(5minutes)Summarizethekeypointsfromthelessonandencouragestudentstothinkabouthowtheycancontributetoenvironmentalprotectionintheirownlives.Assignahomeworkassignment,suchasresearchinganenvironmentalissueandpresentingtheirfindingstotheclassnextweek.Explanation:Thislessonplanisdesignedtobeinteractiveandengaging,usingavarietyofresourcestocatertodifferentlearningstyles.Theintroductionhelpstobuildinterestinthetopic,whilethevocabularyandreadingcomprehensionsectionsreinforcekeyconcepts.Thewritingactivityallowsstudentstoapplytheirknowledgeinapracticalway,andtheinteractiveactivityprovidesafunandmemorablewaytoreinforcelearning.Theconclusionencouragesstudentstothinkcriticallyaboutthetopicandmakeapersonalcommitmenttoenvironmentalprotection.四、教學(xué)設(shè)計(jì)題（40分）題目：Designa45-minutelessonplanforseniorhighschoolEnglishlanguagelearners.Thelessonshouldfocusonteachingthepresentperfecttense.ThestudentsareintheirsecondyearofstudyingEnglishandareintermediatelevel.Thelessonshouldincludeawarm-upactivity,amainteachingpart,andaconclusion.Makesuretoincludeavarietyofactivitiessuchasgroupwork,individua