教師資格考試高中英語學科知識與教學能力試卷與參考答案(2025年)

2025年教師資格考試高中英語學科知識與教學能力自測試卷與參考答案一、單項選擇題（本大題有30小題，每小題2分，共60分）1、Whatisthemainpurposeofusingadictionaryinlanguagelearning?A.TolearnnewvocabularywordsB.ToimprovepronunciationC.TounderstandgrammaticalrulesD.TofindsynonymsandantonymsAnswer:AExplanation:Themainpurposeofusingadictionaryinlanguagelearningistolearnnewvocabularywords.Whiledictionariescanalsobeusedtoimprovepronunciation,understandgrammaticalrules,andfindsynonymsandantonyms,learningnewvocabularyistheprimarygoal.2、WhichofthefollowingsentencestructuresiscommonlyusedtoexpressaconditioninEnglish?A.Subject+Verb+Object+AdverbB.Subject+Verb+Conditional+Subject+VerbC.Subject+Verb+If+Subject+VerbD.Subject+Verb+Adverb+Subject+VerbAnswer:CExplanation:ThecorrectsentencestructuretoexpressaconditioninEnglishis“Subject+Verb+If+Subject+Verb.”Thisstructureisusedtointroduceaconditionandstatetheresultthatwouldfollowifthatconditionweretooccur.3、Whatisthecorrecttensetouseinthefollowingsentencetoexpressafutureactionthatisalreadyplannedorscheduled?A.PresentcontinuousB.PresentperfectC.FutureperfectD.FuturesimpleAnswer:D.FuturesimpleExplanation:Thefuturesimpletenseisusedtodescribeactionsthatwillhappenataspecifictimeinthefutureoractionsthatareplannedorscheduledtohappenatanunspecifiedfuturetime.Forexample,“Iwillgotothemoviestomorrow.”4、Whichofthefollowingsentencesisanexampleofaconditionalsentencethatexpressesahypotheticalsituation?A.IfIwinthelottery,Iwillbuyanewcar.B.WhenIgettothestation,thetrainhasalreadyleft.C.Althoughitisraining,Iwillstillgoforawalk.D.Ifitrains,wewillcancelthepicnic.Answer:A.IfIwinthelottery,Iwillbuyanewcar.Explanation:Conditionalsentencesareusedtoexpresspossibilities,hypotheses,orconditions.Inthiscase,thesentence“IfIwinthelottery,Iwillbuyanewcar”isatype1conditionalsentence(firstconditional),whichisusedtoexpressarealpossibility.Theotheroptionsdonotfitthedefinitionofahypotheticalconditionalsentence.5、Thefollowingsentencecontainsanerrorintheuseofmodalverbs.Whichofthefollowingoptionscorrectstheerror?A.Theycanfinishtheprojectintwoweeks.B.Shemighthavefinishedherhomeworkalready.C.Heshouldgotothedoctorifhefeelssick.D.Wemustn’tleavethebooksonthefloor.Answer:D

Explanation:Thecorrectsentenceshouldbe“Wemustnotleavethebooksonthefloor.”Themodalverb“must”isusedtoexpressnecessityorpermission,butitshouldnotbefollowedbythenegativeform“not”directly.Instead,“mustnot”isusedtoexpressprohibitionorastrongnegativerecommendation.6、Choosethecorrectwordtocompletethefollowingsentence:Thestudentsarelookingforwardtothe_______ofthesummervacation.A.beginningB.endC.continuationD.durationAnswer:B

Explanation:Thecorrectwordtocompletethesentenceis“end.”Thephrase“l(fā)ookforwardto”isusedtoexpressanticipationofaneventorperiodoftime,andinthiscontext,itreferstothestudentsanticipatingtheendofthesummervacation.7、Thefollowingsentencecontainsagrammarerror.Whichofthefollowingoptionscorrectlycorrectstheerror?Thedogbarkedloudly,causingtheneighborstocomplainaboutthenoise.Thedogbarkedloudly,causingtheneighborstocomplain.Thedogbarkedloudly,causingtheneighborsaboutthenoisetocomplain.Thedogbarkedloudly,causingtheneighborstocomplainaboutit.Answer:B)Thedogbarkedloudly,causingtheneighborstocomplain.Explanation:OptionBisthecorrectanswerbecauseitremovestheunnecessaryword“aboutthenoise”thatdisruptstheflowofthesentence.Thephrase“complainabout”issufficienttoindicatewhattheneighborsarecomplainingabout.8、Inthefollowingdialogue,whichwordismostlikelytobepronouncedwithalong“i”sound?Thestudentaskedtheteacher,“HowdoIpronouncethiswordcorrectly?”Theteacherreplied,“It’spronounced/?/asin‘sit.’”Thestudentaskedtheteacher,“Canyouhelpmewiththevocabularylist?”Theteacherreplied,“Let’sgooverthestructureofthesentence.”Answer:B)Theteacherreplied,“It’spronounced/?/asin‘sit.’”Explanation:InoptionB,theword“pronounced”containsthelong“i”soundasin“sit.”Theotheroptionscontainwordswithshort“i”soundsorothervowelsounds,soBisthecorrectchoice.9.Thefollowingsentenceisanexampleofwhichofthefollowinggrammarstructures?A.SimplepresenttenseB.PastcontinuoustenseC.FutureperfecttenseD.PresentperfecttenseAnswer:D.PresentperfecttenseExplanation:Thesentence“Hehasjustfinishedhishomework.”isanexampleofthepresentperfecttense,whichisusedtodescribeanactionthatstartedinthepastandisstillcontinuing,oranactionthatstartedinthepastandisfinishedbutisrelevanttothepresent.10.Whichofthefollowingactivitiesismostsuitableforassessingstudents’understandingofaliterarytext?A.Multiple-choicequestionsB.ShortanswerquestionsC.CreativewritingassignmentD.GroupdiscussionAnswer:D.GroupdiscussionExplanation:Groupdiscussionsareanexcellentwaytoassessstudents’understandingofaliterarytextastheyencouragestudentstoengagewiththetextcritically,sharetheirinterpretations,andbuilduponeachother’sideas.Thismethodalsofosterscollaborativelearningandencouragesdiverseperspectives.11.Thesentence“Thestudentsareengagedinalivelydebate”canbestbeparaphrasedas:A.Thestudentsareinvolvedinaspiriteddiscussion.B.Thestudentsarequietlylisteningtoalecture.C.Thestudentsaretakingabreakfromtheirstudies.D.Thestudentsaresittinginrows,lookingattheirtextbooks.Answer:A

Explanation:Theword“engaged”impliesthatthestudentsareactivelyparticipatinginthedebate,whichalignswiththemeaningof“involved.”Theotheroptionsdonotcapturetheessenceofalivelydebate.12.Whichofthefollowingteachingstrategiesismostappropriateforteachinganewvocabularywordtohighschoolstudents?A.Presentthewordinisolation,askingstudentstodefineit.B.Introducethewordinacontext-richtext,allowingstudentstoinfermeaning.C.Providealistofsynonymsandantonymsfortheword.D.Havestudentswriteacompositionusingthewordindifferentcontexts.Answer:B

Explanation:Introducinganewvocabularywordinacontext-richtextallowsstudentstoinfermeaningfromthesurroundingtext,whichisamoreeffectivestrategyforlearningvocabularythanpresentingthewordinisolation.Thisapproachhelpsstudentsunderstandthewordinameaningfulwayandseehowitisusedindifferentcontexts.13、Theteacher’sabilitytocreateasupportiveclassroomenvironmentiscrucialforstudentengagement.Whichofthefollowingstrategiesismosteffectiveinfosteringapositiveclassroomatmosphere?Regularlyassigninghomeworkthatisunrelatedtoclassroomactivities.Implementingstrictrulesandconsequencesforanyminorinfractions.Encouragingstudentparticipationbyaskingopen-endedquestionsandallowingforvariedresponses.Ignoringstudentinterruptionstomaintainasenseofcontrol.Answer:C

Explanation:Encouragingstudentparticipationthroughopen-endedquestionsandvariedresponseshelpscreateasupportiveandengagingclassroomatmosphere.Itallowsstudentstoexpressthemselvesandfeelvalued,whichcanleadtohigherlevelsofengagementandapositivelearningenvironment.Theotheroptionsdonotcontributetofosteringapositiveclassroomatmosphere.14、InthecontextofteachinghighschoolEnglish,whichofthefollowingisanexampleofaBloom’sTaxonomylevelthatinvolvesanalyzingandevaluatinginformation?RememberingUnderstandingApplyingAnalyzingAnswer:D

Explanation:Bloom’sTaxonomyisaframeworkthatcategorizesdifferentlevelsofthinking.The“Analyzing”levelinvolvesbreakingdowninformationtoidentifypatterns,relationships,andprinciples.Itrequiresstudentstogobeyondsimpleunderstandingandrecall,whichiswhat“Remembering”(A)and“Understanding”(B)represent.“Applying”(C)involvesusingknowledgeinanewcontext,butitdoesnotnecessarilyinvolvedeepanalysisorevaluation.15.WhichofthefollowingsentencestructureisNOTcharacteristicofacomplexsentence?A.Theteacher,whoisexperienced,knowshowtohandledifficultstudents.B.Ifitrains,wewillcancelthepicnic.C.Shefinishedherhomework,andthenshewentouttoplay.D.Althoughsheisverytired,shekeepsworking.Answer:BExplanation:OptionBisasimplesentence.Ithasonlyoneindependentclause(“Ifitrains”)anddoesnotcontainanydependentclauses.Theotheroptionsallincludeatleastonedependentclause(e.g.,“whoisexperienced,”“althoughsheisverytired”).16.Inthefollowingdialogue,whichquestionwordisusedtoaskaboutthelocationofsomething?A.“Wheredidyoufindthatbook?”B.“Howmuchisthisbook?”C.“Whogaveyouthisbook?”D.“Whydoyoulikethisbook?”Answer:AExplanation:OptionAusesthequestionword“where”toinquireaboutthelocationofthebook.Theotheroptionsusedifferentquestionwords:“how”foraskingaboutquantity(OptionB),“who”foraskingabouttheperson(OptionC),and“why”foraskingaboutthereason(OptionD).17.Whichofthefollowingsentencestructuresisusedtoexpressacommandorrequest?A.Yes/NoquestionB.InterrogativesentenceC.ImperativesentenceD.NegativesentenceAnswer:C.ImperativesentenceExplanation:Theimperativesentencestructureisusedtogiveordersormakerequests.Ittypicallydoesnotincludeasubjectandendswithaperiodorexclamationmark.18.InthecontextofteachinghighschoolEnglish,whichofthefollowingactivitiesismosteffectiveforpromotingcriticalthinking?A.ReadingandsummarizingashortstoryB.ParticipatinginavocabularyquizC.DiscussingandanalyzingacomplexessayD.WatchingavideoandansweringcomprehensionquestionsAnswer:C.DiscussingandanalyzingacomplexessayExplanation:Discussingandanalyzingacomplexessayisaneffectiveactivityforpromotingcriticalthinkingasitrequiresstudentstoengagewiththetext,identifydifferentviewpoints,andconstructarguments.Thisprocessencourageshigher-orderthinkingskills.19.WhichofthefollowingsentencestructuresiscommonlyusedinEnglishtoexpressawishordesire?A.NegativecommandB.PositivestatementC.NegativequestionD.ConditionalsentenceAnswer:A.NegativecommandExplanation:ThesentencestructurecommonlyusedinEnglishtoexpressawishordesireisanegativecommand.Forexample,“Don’tforgettobringyourhomeworktomorrow!”Thisstructureisusedtoconveyapoliterequestorinstruction.20.Inthesentence“Theyarehavingawonderfultime,”whichwordindicatesthedurationoftheactivity?A.HavingB.WonderfulC.TimeD.AreAnswer:C.TimeExplanation:Theword“time”inthesentence“Theyarehavingawonderfultime”indicatesthedurationoftheactivity.Itsuggeststhattheactivityhasbeengoingonforsometimeandisexpectedtocontinue.Theotheroptions,“having,”“wonderful,”and“are,”donotindicatethedurationoftheactivity.21.Thefollowingsentenceisanexampleofa(n)________sentence.A.declarativeB.interrogativeC.imperativeD.exclamatoryAnswer:BExplanation:Aninterrogativesentenceisusedtoaskaquestion.Inthiscase,thesentenceis“Whatisyourfavoritebook?”whichisaskingforinformation,makingitaninterrogativesentence.22.WhichofthefollowingisthemosteffectivewaytointroduceanewvocabularywordinahighschoolEnglishclass?A.SimplyprovidingthedefinitionandmovingonB.UsingthewordinasentenceandprovidingcontextC.AskingstudentstoguessthemeaningandthenprovidingthedefinitionD.ProvidingalistofsynonymsandexpectingstudentstousethewordAnswer:BExplanation:Usingthewordinasentenceandprovidingcontextisthemosteffectivewaytointroduceanewvocabularyword.Thishelpsstudentsunderstandthewordinthecontextitisusedandmakeconnectionstotheirexistingknowledge.Simplyprovidingthedefinitionoraskingstudentstoguessthemeaningmaynotbeaseffectiveinhelpingthemretainandunderstandthenewword.Providingalistofsynonymscanbehelpfulbutisnotascomprehensiveasusingthewordinasentence.23、WhichofthefollowingisNOTakeycomponentofcommunicativelanguageteaching(CLT)?

A)Focusingonaccuracyoverfluency.

B)Encouraginglearner-centeredactivities.

C)Promotingmeaningfulcommunication.

D)Integratingskillsratherthanteachingthemseparately.Answer:A)Focusingonaccuracyoverfluency.

Explanation:CommunicativeLanguageTeachingemphasizesfluencyandtheabilitytocommunicatemeaningfullyinreal-lifesituationsoverstrictgrammaticalaccuracy,particularlyattheearlystagesoflearning.24、Identifythetypeofsentencetransformationinvolvedinthefollowingexample:

Originalsentence:“Theteacherwillgivethestudentsatest.”

Transformedsentence:“Thestudentswillbegivenatestbytheteacher.”PassivetoActiveVoice.ActivetoPassiveVoice.DirecttoIndirectSpeech.PositivetoNegativeStatement.Answer:B)ActivetoPassiveVoice.

Explanation:Theoriginalsentenceisinactivevoicewherethesubjectperformstheaction,whilethetransformedsentenceisinpassivevoicewherethefocusisontheactionbeingdonetothesubject.Inthiscase,thesubject‘theteacher’isnolongerperformingtheactiondirectly;instead,theemphasisisonwhathappenstotheobject‘thestudents’.25.Thefollowingsentenceisanexampleofwhichsentencestructure?SimpleComplexCompoundComplex-coordinatedAnswer:C)CompoundExplanation:Acompoundsentenceismadeupoftwoormoreindependentclausesthatareconnectedbyacommaandacoordinatingconjunction,suchas“and,”“but,”“or,”“so,”“for,”or“yet.”Theexamplesentenceprovidedwouldfitthisstructure.26.Whichofthefollowingwordsisahomonym?WeatherWhetherWeatherNeitherAnswer:B)WhetherExplanation:Ahomonymisawordthathasthesamepronunciationasanotherwordbutadifferentmeaningandusuallyadifferentspelling.“Whether”and“weather”arehomophones;theysoundthesamebuthavedifferentmeaningsandarespelleddifferently.Theotheroptions,“Weather”and“Neither,”arenothomonymsinthiscontext.27、WhichofthefollowingisNOTacharacteristicofCommunicativeLanguageTeaching(CLT)?

A)Emphasizingfluencyoveraccuracy

B)Focusingongrammaticalrulesinisolation

C)Encouragingstudentstointeractandnegotiatemeaning

D)UsingauthenticmaterialstopromotelanguageuseAnswer:B)FocusingongrammaticalrulesinisolationExplanation:CommunicativeLanguageTeaching(CLT)isanapproachthatemphasizesinteractionasboththemeansandtheultimategoaloflearningalanguage.Itfocusesoncommunication,fluency,andtheabilitytouselanguageinreal-lifesituations.CLTencouragestheuseofauthenticmaterialsandactivitiesthatinvolvenegotiationofmeaning,whichhelpslearnerstocommunicateeffectively.Thefocusongrammaticalrulesinisolation,whichismoretypicaloftraditionalgrammar-translationmethods,doesnotalignwiththeprinciplesofCLT.28、Whendesigningareadinglesson,whatistheprimarypurposeofpre-readingactivities?

A)Topracticewritingskills

B)Toprovidebackgroundknowledgeandsetthecontext

C)Toassessstudents’vocabularyrange

D)TointroducenewgrammarstructuresAnswer:B)ToprovidebackgroundknowledgeandsetthecontextExplanation:Pre-readingactivitiesarecrucialinpreparingstudentsforthetexttheyareabouttoread.Theyservetoactivatestudents’priorknowledge,buildanticipation,andestablishacontextforthereadingmaterial.Byprovidingbackgroundknowledgeandsettingthecontext,theseactivitieshelptoengagestudents,facilitatecomprehension,andmakethereadingexperiencemoremeaningful.Whileotheroptionslikepracticingwriting,assessingvocabulary,orintroducinggrammarmaybepartofalanguagelesson,theyarenottheprimarypurposesofpre-readingactivities.29.WhatisthemainpurposeofusingavarietyofteachingmethodsinhighschoolEnglishclasses?A.Toensurestudentsmemorizeallthevocabulary.B.Tostimulatestudents’interestandengagethemactivelyinlearning.C.Toteststudents’knowledgeofgrammarrules.D.Toprovidestudentswithopportunitiestopracticewritingskills.Answer:BExplanation:ThemainpurposeofusingavarietyofteachingmethodsinhighschoolEnglishclassesistostimulatestudents’interestandengagethemactivelyinlearning.Thisapproachhelpstocatertodifferentlearningstylesandencouragesstudentstoparticipatemorefullyinthelearningprocess.30.InthecontextofteachinghighschoolEnglish,whichofthefollowingisNOTanessentialpartofthecurriculum?A.Readingcomprehensionskills.B.Writingtechniques.C.Cookingrecipes.D.Pronunciationexercises.Answer:CExplanation:CookingrecipesarenotanessentialpartofthehighschoolEnglishcurriculum.Thecurriculumtypicallyfocusesonreadingcomprehensionskills,writingtechniques,andpronunciationexercisestohelpstudentsdeveloptheirlanguageskills.CookingrecipesareunrelatedtoEnglishlanguagelearningandarenotpartofthestandardcurriculum.二、簡答題（20分）Question:Describetheimportanceofintegratingthefourskills(listening,speaking,reading,andwriting)inEnglishlanguageteachingatthehighschoollevel,andprovideanexampleofhowyouwouldincorporatetheseskillsintoonelesson.Answer:Theintegrationofthefourcommunicativeskills—listening,speaking,reading,andwriting—isfundamentaltoeffectiveEnglishlanguageteachingatthehighschoollevelforseveralreasons:1.HolisticLearning:Byengagingstudentsinallfourskills,teachersfacilitateamorecomprehensiveunderstandingofthelanguage,ensuringthatlearnerscanbothunderstandandproduceEnglishinvariouscontexts.2.Real-WorldApplication:Integratingtheseskillsreflectsreal-lifecommunicationwherelistening,speaking,reading,andwritingoftenoccursimultaneouslyorsequentially.Thispreparesstudentsforauthenticsituationswheretheyneedtousemultipleskills.3.EngagementandMotivation:Incorporatingdiverseactivitiesthattargetdifferentskillscankeeplessonsdynamicandinteresting,whichhelpsmaintainstudentengagementandmotivation.4.BalancedDevelopment:Focusingonallskillsensuresbalanceddevelopment,preventingweaknessesinoneareafrombecomingbarrierstooveralllanguageproficiency.ExampleLessonPlanIncorporatingAllFourSkills:Topic:EnvironmentalIssuesObjective:Studentswillbeabletodiscussenvironmentalissuesusingappropriatevocabularyandstructures.1.Listening:Beginbyplayingashortaudioclipdiscussingenvironmentalissues.Askstudentstotakenotesonkeypointsandnewvocabularytheyhear.2.Speaking:Afterlistening,studentspairuptodiscusswhattheyheard,sharingtheirnotesandanyquestionstheyhaveaboutthecontent.3.Reading:Distributeanarticleaboutaspecificenvironmentalissue,suchasdeforestation.Havestudentsreadthetextindividually,thendiscussitwiththeirpartnerfromthepreviousactivity.4.Writing:Concludethelessonwithawritingexercisewherestudentswriteashortparagraphsummarizingtheenvironmentalissuediscussedinthearticleandexpressingtheirownopiniononthematter.Thisintegratedapproachnotonlyallowsstudentstopracticeeachskillbutalsoreinforceslearningthroughtheapplicationofnewknowledgeacrossmultipleactivities.Itfosterscriticalthinkingandencouragesstudentstomakeconnectionsbetweendifferentaspectsofthelanguage,enhancingtheiroverallcompetenceinEnglish.Question(簡答題-ShortAnswerQuestion)Question:Describetheimportanceofintegratingthefourskills(listening,speaking,reading,andwriting)inEnglishlanguageteachingatthehighschoollevel,andprovideanexampleofhowyouwouldincorporatetheseskillsintoonelesson.Answer:Theintegrationofthefourcommunicativeskills—listening,speaking,reading,andwriting—isfundamentaltoeffectiveEnglishlanguageteachingatthehighschoollevelforseveralreasons:1.HolisticLearning:Byengagingstudentsinallfourskills,teachersfacilitateamorecomprehensiveunderstandingofthelanguage,ensuringthatlearnerscanbothunderstandandproduceEnglishinvariouscontexts.2.Real-WorldApplication:Integratingtheseskillsreflectsreal-lifecommunicationwherelistening,speaking,reading,andwritingoftenoccursimultaneouslyorsequentially.Thispreparesstudentsforauthenticsituationswheretheyneedtousemultipleskills.3.EngagementandMotivation:Incorporatingdiverseactivitiesthattargetdifferentskillscankeeplessonsdynamicandinteresting,whichhelpsmaintainstudentengagementandmotivation.4.BalancedDevelopment:Focusingonallskillsensuresbalanceddevelopment,preventingweaknessesinoneareafrombecomingbarrierstooveralllanguageproficiency.ExampleLessonPlanIncorporatingAllFourSkills:Topic:EnvironmentalIssuesObjective:Studentswillbeabletodiscussenvironmentalissuesusingappropriatevocabularyandstructures.1.Listening:Beginbyplayingashortaudioclipdiscussingenvironmentalissues.Askstudentstotakenotesonkeypointsandnewvocabularytheyhear.2.Speaking:Afterlistening,studentspairuptodiscusswhattheyheard,sharingtheirnotesandanyquestionstheyhaveaboutthecontent.3.Reading:Distributeanarticleaboutaspecificenvironmentalissue,suchasdeforestation.Havestudentsreadthetextindividually,thendiscussitwiththeirpartnerfromthepreviousactivity.4.Writing:Concludethelessonwithawritingexercisewherestudentswriteashortparagraphsummarizingtheenvironmentalissuediscussedinthearticleandexpressingtheirownopiniononthematter.Thisintegratedapproachnotonlyallowsstudentstopracticeeachskillbutalsoreinforceslearningthroughtheapplicationofnewknowledgeacrossmultipleactivities.Itfosterscriticalthinkingandencouragesstudentstomakeconnectionsbetweendifferentaspectsofthelanguage,enhancingtheiroverallcompetenceinEnglish.三、教學情境分析題（30分）Question:TeachingScenarioAnalysisScenario:

YouareahighschoolEnglishteacher.Yourclassconsistsof30students,rangingfrom15to17yearsold.MostofthestudentshaveabasicunderstandingofEnglishbutvaryintheirproficiencylevels.Today,youarescheduledtoteachalessonon“EnvironmentalProtection”usingatextfromthetextbook.Thestudentsareexpectedtoreadthetext,discussthemainideas,andwriteashortessayontheirownperspectivesonenvironmentalprotection.Task:1.Analyzetheteachingscenarioprovidedabove.2.Discusshowyouwouldplananddeliverthelessontoeffectivelyengageallstudentsandcatertodifferentlearningstyles.3.Identifypotentialchallengesyoumightfaceandsuggeststrategiestoovercomethem.Answer:1.TeachingScenarioAnalysis:

TheteachingscenarioinvolvesadiversegroupofhighschoolstudentswhoarestudyingEnglish.Thelessontopicis“EnvironmentalProtection,”whichisrelevantandinterestingtomostteenagers.ThestudentshaveabasicunderstandingofEnglishbutvaryintheirproficiencylevels,whichmeanstheteachermustadaptthelessontocatertodifferentneeds.2.LessonPlanningandDelivery:Introduction:Startwithabriefdiscussionontheimportanceofenvironmentalprotection,usingvisualsorashortvideorelatedtothetopic.Engagestudentswithaquestionthatencouragesthemtothinkcriticallyaboutenvironmentalissues.ReadingComprehension:Providethetextwithclearinstructionsonhowtoapproachthereading(e.g.,skimming,scanning,andcarefulreading).Usereadingstrategiessuchassummarizing,predicting,andinferringtohelpstudentsunderstandthetextbetter.Assigndifferentsectionsofthetexttodifferentgroupsofstudents,dependingontheirproficiencylevels,toensuretheycanparticipateactively.Discussion:Facilitateagroupdiscussiononthemainideasofthetext,encouragingstudentstoexpresstheiropinions.Assigna‘studentoftheday’toleadthediscussionandkeepthegroupontrack.Writing:Guidestudentsinwritingashortessayontheirperspectivesonenvironmentalprotection,providingawritingpromptthatisopen-endedyetfocused.Offerwritingworkshopstostudentswhomightneedextrahelpwithgrammarandvocabulary.Assessment:Provideimmediatefeedbackontheessaystoencouragestudentstorevisetheirwork.Usearubrictoassesstheessays,focusingoncontent,organization,grammar,andvocabulary.3.PotentialChallengesandStrategies:Challenge:Somestudentsmaystrugglewithunderstandingthetextduetolanguagedifficulties.Strategy:Provideasimplifiedversionofthetextorusevisualaidstosupportcomprehension.Challenge:Studentswithhigherproficiencymaybecomerestlessduringdiscussions.Strategy:Assignthemleadershiprolesorencouragethemtofacilitatesmallergroupdiscussions.Challenge:Studentswithlowerproficiencymayfeelanxiousaboutwriting.Strategy:Offerwritingsupport,suchaspeerediting,andensurethattheessaypromptisaccessibletoallstudents.Explanation:

Theanswerprovidesacomprehensiveapproachtoteachingthelessonon“EnvironmentalProtection,”addressingthediverseneedsofthestudents,andsuggestingstrategiestoovercomepotentialchallenges.Itoutlinesthestepsforlessonplanning,delivery,andassessment,ensuringthatallstudentsareengagedandsupportedthroughoutthelearningprocess.四、教學設計題（40分）TeachingDesignQuestionQuestion:YouareahighschoolEnglishteacherpreparingforalessononthetopicof“EnvironmentalConservation”usinganexcerptfromthebookSilentSpringbyRachelCarson.Thestudentsinyourclassare10thgraderswithintermediateEnglishproficiency.TheyhavesomebackgroundknowledgeofenvironmentalissuesbuthavenotreadSilentSpringbefore.Designa45-minutelessonplanthatincludes:LearningObjectives:Whatwillthestudentsbeabletodobytheendofthelesson?MaterialsNeeded:Listallmaterialsandresourcesrequiredforthislesson.Procedure:Provideastep-by-stepguideofhowyouwillconductthelesson,including:AnengagingintroductionDevelopmentalactivities(e.g.,reading,