教師資格考試初中英語(yǔ)學(xué)科知識(shí)與教學(xué)能力試卷與參考答案(2025年)

2025年教師資格考試初中英語(yǔ)學(xué)科知識(shí)與教學(xué)能力復(fù)習(xí)試卷與參考答案一、單項(xiàng)選擇題（本大題有30小題，每小題2分，共60分）1、Whichofthefollowingsentencesusesthesubjunctivemoodcorrectly?

A)IfIwasyou,Iwouldtakethejob.

B)IfIwereyou,Iwouldtakethejob.

C)IfIamyou,Iwouldhavetakenthejob.

D)IfIbeyou,Iwouldtakethejob.Answer:B)IfIwereyou,Iwouldtakethejob.

Explanation:Thecorrectformtoexpressahypotheticalsituationinthepresentorfutureis“IfIwereyou,”usingthesubjunctivemoodfortheconditionclause.2、Identifythetypeofsentencethatcontainstheinfinitivephrase“toexploretheAmazon.”

A)WeareplanningtoexploretheAmazonnextyear.

B)ToexploretheAmazonnextyearisourplan.

C)NextyearwewillexploretheAmazon.

D)OurplanincludesexploringtheAmazonnextyear.Answer:B)ToexploretheAmazonnextyearisourplan.

Explanation:Thesentencewheretheinfinitivephraseactsasthesubjectis“ToexploretheAmazonnextyearisourplan.”Inthisconstruction,theinfinitivephrasefunctionsasthesubjectofthesentence.3、Inthefollowingsentence,whichwordisanauxiliaryverb?A.Haveyoufinishedyourhomework?B.Iamreadingabook.C.Shesingsbeautifully.D.Wewenttotheparkyesterday.Answer:AExplanation:InoptionA,“have”isthemainverb,and“youfinished”isthepastparticipleofthemainverb.“Are”inoptionBisthemainverb,“sings”inoptionCisthemainverb,and“went”inoptionDisthepasttenseofthemainverb.Auxiliaryverbshelpformverbtenses,moods,orvoices.“Have”inoptionAisanauxiliaryverbthathelpsformthepresentperfecttense.4、Choosethesentencethatcorrectlyusesthepastcontinuoustense.A.Theywerewalkingtothestorewhentherainstarted.B.Iwaseatingdinnerwhenshecalledme.C.HewassleepingwhenIwokeupthismorning.D.ShehadbeenreadingthebookfortwohoursbeforeIsawher.Answer:BExplanation:Thepastcontinuoustenseisusedtodescribeactionsthatwereinprogressataspecificmomentinthepast.OptionAusesthepastcontinuoustensecorrectly,“werewalking”describesanactionthatwashappeningwhentherainstarted.OptionBalsousesthepastcontinuoustensecorrectly,“waseating”indicatesanactionthatwasinprogresswhenthecallwasreceived.OptionCusesthesimplepasttense,“wassleeping”describesacompletedaction,notanactioninprogress.OptionDusesthepastperfectcontinuoustense,“hadbeenreading”indicatesanactionthatstartedbeforeanotherpastaction,notanactioninprogressataspecificmoment.5、Whatisthecorrecttensetouseinthefollowingsentencetodescribeanactionthatstartedinthepastandcontinuestothepresent?A.Thestudentshavebeenplayingfootballsincemorning.B.Thestudentsplayedfootballsincemorning.C.Thestudentswillbeplayingfootballsincemorning.D.Thestudentsareplayingfootballsincemorning.Answer:AExplanation:Thesentencedescribesanactionthatstartedinthepastandcontinuestothepresent.Thepresentperfectcontinuoustenseisusedtoexpressthisconcept.Therefore,optionA,“Thestudentshavebeenplayingfootballsincemorning,”isthecorrectchoice.6、Inthefollowingsentence,identifythepartofspeechthatisusedasanadverbtomodifytheverb“study”:“Thestudents,whoareallfocused,studydiligently.”A.“who”B.“are”C.“all”D.“diligently”Answer:DExplanation:Theadverb“diligently”modifiestheverb“study”byindicatingthemannerinwhichthestudentsarestudying.Therefore,optionDisthecorrectanswer.Theotheroptionsarepronounsorauxiliaryverbsanddonotfunctionasadverbsinthiscontext.7、Inthefollowingsentence,whichwordisusedasanadverbmodifyingtheverb“teach”?EnglishenthusiasticallystudentsmiddleschoolAnswer:BExplanation:Theword“enthusiastically”isusedasanadverbinthesentence,providingadditionalinformationabouthowtheverb“teach”isperformed.Theotheroptionsarenounsoranounphrase,whichdonotmodifyverbsinthiscontext.8、WhichofthefollowingsentencestructuresiscommonlyusedtopresentafactorstatementinEnglish?“Iamthinkingabout…”“Doyouthink…”“Itseemsthat…”“Thereis…”Answer:DExplanation:Thesentencestructure“Thereis…”isusedtopresentafactorstatementinEnglish.Itisacommonwaytointroduceasubjectfollowedbyacomplementthatdescribesoridentifiesthesubject.Theotheroptionsareusedforexpressingopinions,thoughts,orspeculations.9、Theteacherisdemonstratinganewvocabularywordtoherstudents.Whichofthefollowingphraseswouldbemostappropriatetousetointroducetheword“Photosynthesis”?“Thiswordisascientificterm,andit’sveryimportantforunderstandingplants.”“Photosynthesisisawordthatsoundslike‘photon’and‘synthesis,’canyouguesswhatitmeans?”“Let’sbreakdowntheword‘Photosynthesis’into‘photo’and‘synthesis’toseewhattheymean.”“Remember,‘Photosynthesis’isawordyou’llneedtoknowforthetest,sopayattention.”Answer:C)Explanation:ThecorrectanswerisC)becauseiteffectivelyusestherootwordstohelpstudentsunderstandthemeaningof“Photosynthesis”andencouragesthemtobreakdowntheword,whichisausefulstrategyforlearningnewvocabulary.10、Inalessononthestructureofashortstory,theteacherwantstoensurethatstudentsunderstandthedifferencebetweenarisingactionandaclimax.Whichofthefollowingteachingstrategieswouldbemosteffective?Presentingalistofdefinitionsandaskingstudentstomatcheachtothecorrectstageoftheplot.Readingashortstoryaloudandpausingattheclimaxtodiscussthebuild-upandthepeakmoment.Showingavideoclipofamoviethatillustratesarisingactionandclimax,thenaskingstudentstodescribethestages.Distributingahandoutwithaplotdiagramandaskingstudentstoidentifytherisingactionandclimaxinagivenstory.Answer:C)Explanation:ThecorrectanswerisC)becauseshowingavisualrepresentationoftheplotstagesthroughavideoclipcanbeaveryeffectivewaytoreinforcetheconceptsforstudents.Itprovidesaconcreteexamplethatstudentscanrelatetoanddiscuss,whichcanenhancetheirunderstandingofthestructureofashortstory.11.Inthefollowingsentence,whichwordisapresentperfecttenseform?Shehadfinishedherhomework.Shefinishesherhomework.Shefinishherhomework.Sheisfinishingherhomework.Answer:A

Explanation:Thepresentperfecttenseisusedtodescribeanactionthatstartedinthepastandcontinuestothepresentorhasaresultinthepresent.“Shehadfinishedherhomework”isthecorrectpresentperfecttenseform,indicatingthatthehomeworkwascompletedatsometimeinthepastandtheactioniscompleted.12.Whichofthefollowingphrasesisusedtoemphasizethattheactionoftheverbisbeingdoneatthemomentofspeaking?inthepastatthemomentinthefutureforalongtimeAnswer:B

Explanation:Thephrase“atthemoment”isusedtoemphasizethattheactionoftheverbishappeningnow.Itisawaytoindicatepresentcontinuoustense.Theotheroptionsdonotconveythesamesenseofimmediacy.13、Theteacherplanstointroduceanewtopic“Hobbies”toherseventh-gradestudents.Whichofthefollowingactivitieswouldbemostappropriateforinitiatingaclassdiscussiononthistopic?Presentingalistoffamoushobbiesandaskingstudentstomatchthemwithpictures.Showingavideoclipofpeopleengagingindifferenthobbies.Distributingaquestionnaireaboutstudents’ownhobbiesandcollectingtheresponsesimmediately.Readingashortpassageaboutthebenefitsofhavingahobbyandaskingstudentstosummarizethemainpoints.Answer:C

Explanation:Distributingaquestionnaireaboutstudents’ownhobbieswouldallowstudentstodirectlyengagewiththetopic,fosteringapersonalconnection.Thisalsoencouragesstudentstoreflectontheirownexperiences,makingtheactivitymoreinteractiveandrelevant.14、Inalessonon“Presentperfecttense,”theteacherwantstoprovideareal-lifeexampletoillustratetheuseofthepresentperfect.Whichofthefollowingsentencesbestdemonstratesthistense?Thestudentshavearrived.Thestudentsarrivedyesterday.Thestudentswillarriveinanhour.Thestudentswerearrivingwhenthebellrang.Answer:A

Explanation:Thepresentperfecttenseisusedtodescribeanactionthatstartedinthepastandcontinuestothepresentorhasapresentresult.OptionA,“Thestudentshavearrived,”impliesthattheactionofarrivingiscompletedandhasapresentconsequence(e.g.,theclasscannowbegin).Theotheroptionsusethesimplepast,futuresimple,orpastcontinuoustenses,whichdonotconveythesamemeaning.15.Theteacher’sroleinamiddleschoolEnglishclassroomprimarilyincludes:

A)Actingasasupervisor

B)Beingafacilitatoroflearning

C)Deliveringlectures

D)EnforcingdisciplineAnswer:B

Explanation:TheprimaryroleofateacherinamiddleschoolEnglishclassroomistofacilitatelearning,whichinvolvescreatingaconducivelearningenvironment,guidingstudentsthroughlessons,andassessingtheirprogress.16.WhichofthefollowingisNOTacomponentoflessonplanningforamiddleschoolEnglishteacher?SettinglearningobjectivesSelectingappropriateteachingmethodsConductingformativeassessmentsProvidingextensivehomeworkassignmentsAnswer:D

Explanation:Whilesettinglearningobjectives,selectingappropriateteachingmethods,andconductingformativeassessmentsareessentialcomponentsoflessonplanning,providingextensivehomeworkassignmentsisnotalwaysanecessarypart.Teachersshouldstrikeabalancebetweenin-classactivitiesandout-of-classassignmentstoensurestudentshaveawell-roundedlearningexperience.17、Theteacherisplanningalessononthetopicof“FestivalsinChina”.WhichofthefollowingactivitieswouldbemostappropriateforadiscussionabouttheSpringFestival?Role-playingaconversationbetweentwostudentsabouttheirfavoritefestival.ReadingapassageaboutthehistoryoftheSpringFestivalandansweringcomprehensionquestions.Drawingpicturesofdifferentfestivalfoodsandexplainingtheirsignificance.ListeningtoasongabouttheSpringFestivalandwritingdownnewvocabulary.Answer:A

Explanation:Role-playingaconversationabouttheirfavoritefestivalwouldbemostappropriateforadiscussionabouttheSpringFestival.Itallowsstudentstopracticetheirspeakingskillsandengageinameaningfulexchangeaboutculturaltraditions.18、Inthecontextofteachinganewgrammarconcept,whichofthefollowingtechniquesismosteffectiveforhelpingstudentsunderstandandremembertherules?Providingalistofexamplesentencesandhavingstudentsfindthecorrectgrammarrule.Usingastorytodemonstratethegrammarruleincontext.Havingstudentscompleteaworksheetwithvariousgrammarexercises.Showingavideoclipthatincludesthegrammarrulebeingusedindifferentsentences.Answer:B

Explanation:Usingastorytodemonstratethegrammarruleincontextisoftenmoreeffectivethansimplyshowingalistofexamplesentencesorexercises.Storieshelpstudentsseehowthegrammarruleisusedinreal-lifesituations,makingiteasiertorememberandapplytheruleintheirownspeakingandwriting.19.Whatistheprimarypurposeofthefollowingsentenceinareadingtext?

“Thenovelexploresthecomplexitiesofhumanrelationshipsthroughthelivesoftwocharacters.”Tointroducethemaincharacters.Toprovidehistoricalcontext.Toexplaintheauthor’swritingstyle.Tosummarizetheplotofthenovel.Answer:AExplanation:Thesentencedirectlyintroducesthemaincharactersandimpliesthattheirlivesarecentraltounderstandingthenovel’sexplorationofhumanrelationships,makingoptionAthecorrectchoice.20.Inalessonplanforteachingagrammartopic,whichofthefollowingisaneffectivewaytoassessstudents’understanding?Amultiple-choicequizattheendofthelesson.Awrittenessayonthetopic.Agroupdiscussiononthegrammaticalconcept.Anindividualoralpresentationonthegrammartopic.Answer:CExplanation:Agroupdiscussionallowstheteachertoobservestudents’interactions,listeningskills,andabilitytoarticulategrammaticalconcepts,makingitaneffectivewaytoassesstheirunderstanding.OptionsA,B,andDmayalsoassessunderstanding,buttheydonotprovidethesamelevelofinteractiveassessmentasagroupdiscussion.21、InaprimaryschoolEnglishclass,theteacherwantstoreviewthevocabularyof“food”withstudents.Whichofthefollowingactivitiesismostsuitableforthispurpose?A.Areadingpassageaboutdifferenttypesoffood.B.Awritingactivitywherestudentsdescribetheirfavoritefood.C.Alisteningexercisewherestudentslistentoastoryaboutameal.D.Agroupdiscussionabouthealthyeatinghabits.答案：C解析：本題考查教學(xué)活動(dòng)設(shè)計(jì)?？紤]到復(fù)習(xí)詞匯“食物”這一教學(xué)目標(biāo)，選項(xiàng)C中的聽力活動(dòng)最能幫助學(xué)生通過聽故事來擴(kuò)充詞匯量，并增加語(yǔ)言輸入。其他選項(xiàng)雖然也與食物相關(guān)，但不如聽力活動(dòng)直接有助于詞匯的復(fù)習(xí)和記憶。因此，正確答案是C。22、Whenplanningalessononthepastsimpletense,ateachershouldensurethatstudentscan:A.Usethepastsimpletensecorrectlyinasentence.B.Understandthedifferencebetweenthepastsimpleandpresentperfecttense.C.Describetheirpastexperiencesusingthepastsimpletense.D.BothAandC.答案：D解析：本題考查教學(xué)目標(biāo)設(shè)定。在規(guī)劃關(guān)于過去簡(jiǎn)單時(shí)態(tài)的課時(shí)，教師應(yīng)確保學(xué)生能夠做到以下幾點(diǎn)：A.正確使用過去簡(jiǎn)單時(shí)態(tài)；C.用過去簡(jiǎn)單時(shí)態(tài)描述他們的過去經(jīng)歷。選項(xiàng)B雖然也是教學(xué)目標(biāo)的一部分，但它并不是“確?！睂W(xué)生能夠做到的目標(biāo)，而是幫助學(xué)生理解過去時(shí)態(tài)的一種手段。因此，正確答案是D。23.Thefollowingsentenceisanexampleofa(n)________clause.A.restrictiveB.non-restrictiveC.relativeD.conditionalAnswer:BExplanation:Anon-restrictiveclauseprovidesadditionalinformationaboutthesubjectorobjectofasentencebutisnotessentialtothemeaningofthesentence.Inthegivensentence,theclause“whichsheloves”isadditionalinformationanddoesnotrestrictthemeaningofthemainclause,makingitanon-restrictiveclause.24.Whenteachinganewvocabularywordtostudents,whichofthefollowingactivitiesismosteffectiveinhelpingthemremembertheword?A.SimplypresentingthewordanditsdefinitionB.UsingthewordinasentenceandaskingstudentstorepeatitC.ProvidingavisualrepresentationofthewordanditscontextD.AskingstudentstocreatetheirownsentencesusingthewordAnswer:CExplanation:Providingavisualrepresentationofthewordanditscontextcanbehighlyeffectiveinhelpingstudentsremembernewvocabulary.Visualaids,suchaspicturesordiagrams,canmakethelearningprocessmoreengagingandmemorable,astheyhelpstudentsconnectthewordwithitsmeaningandusageinareal-lifecontext.25.Thesentence“ShehasbeenteachingEnglishfortwentyyears”isinthe_______tense.A.presentperfectB.pastperfectC.futureperfectD.simplepastAnswer:AExplanation:Thesentenceusesthepresentperfecttensebecauseitemphasizesthedurationoftheaction(hasbeenteaching)anditreferstoanactionthatstartedinthepastandcontinuesuptothepresent.26.Choosethewordthatisincorrectlyspelledinthefollowingsentence:Theschoolisgoingtoorganizea_______forallthestudents.A.reunionB.reunionC.reunionD.reunionAnswer:CExplanation:Theword“reunion”isspelledcorrectlyinalltheoptions,butthequestionasksfortheincorrectlyspelledword.However,sincealloptionsarecorrect,thequestionmightbeflawed.Assumingthecorrectspellingis“reunion,”noneoftheoptionsareincorrect,sothereisnocorrectanswerbasedonthegivenchoices.27.Theteachershoulduse_______toengagestudentsinclassactivitiesandcreateapositivelearningatmosphere.A.entertainingstoriesB.multimediaresourcesC.interactivegamesD.strictdisciplineAnswer:C.interactivegamesExplanation:Interactivegamesareeffectiveinengagingstudentsandfosteringapositivelearningatmosphereintheclassroom,astheyencourageparticipationandmakethelearningprocessenjoyableandinteractive.28.Inteachingthepassivevoice,whichofthefollowingsentencesiscorrectlytransformedfromtheactivevoicetothepassivevoice?A.“Thestudentsreadthetextbookinthelibrary.”B.“Thetextbookisreadbythestudentsinthelibrary.”C.“Thelibraryiswherethestudentsreadthetextbook.”D.“Inthelibrary,thetextbookisbeingreadbythestudents.”Answer:B.“Thetextbookisreadbythestudentsinthelibrary.”Explanation:Thecorrecttransformationoftheactivevoicesentence“Thestudentsreadthetextbookinthelibrary”tothepassivevoiceis“Thetextbookisreadbythestudentsinthelibrary.”Thepassivevoiceemphasizestheaction(reading)andshiftsthefocusfromthedoer(students)tothereceiver(textbook).29.Thesentence“Themoreexerciseyoudo,thehealthieryouwillbe.”isanexampleofa(n)________clause.A.conditionalB.relativeC.adverbialD.nominalAnswer:AExplanation:Thesentencecontainsaconditionalclause,whichisusedtoexpressaconditionanditsresult.Inthiscase,“themoreexerciseyoudo”isthecondition,and“thehealthieryouwillbe”istheresult.30.Inthefollowingdialogue,whichwordisusedincorrectly?A.“Canyouhelpmetocarrythesebooks,please?”B.“I’msorry,butIcan’thelpyouwiththatrightnow.”C.“Couldyoupleasehelpmewithmyhomework?”D.“Doyouthinkyoucanhelpmemovethistable?”Answer:AExplanation:InoptionA,theword“help”isusedincorrectly.Itshouldbe“helping”toformthegerund,whichisnecessarywhen“help”isfollowedbyaninfinitive(tocarry).Thecorrectsentenceshouldbe“Canyouhelpmecarryingthesebooks,please?”二、簡(jiǎn)答題（20分）Question:

Whatarethekeyfactorstoconsiderwhendesigningalessonplanforteachinganewuniton“FestivalsinDifferentCountries”to8th-gradestudentsinaruralEnglishlanguageclassroom?Howcanthesefactorsbeintegratedintothelessonplan?Answer:

Whendesigningalessonplanforteachinganewuniton“FestivalsinDifferentCountries”to8th-gradestudentsinaruralEnglishlanguageclassroom,thefollowingkeyfactorsshouldbeconsidered:1.Students’PriorKnowledge:Understandthestudents’existingknowledgeaboutfestivals,bothdomesticandinternational,tobuilduponandexpandtheirunderstanding.2.LanguageProficiencyLevels:Assessthestudents’Englishproficiencylevelstotailortheactivitiesandvocabularytotheirability.3.LearningStyles:Acknowledgethediverselearningstyleswithintheclassandincorporateactivitiesthatcatertovisual,auditory,andkinestheticlearners.4.CulturalSensitivity:Ensurethatthelessonsareculturallysensitiveandrespectfulofthevariousfestivalsbeingdiscussed,promotingculturalexchangeandunderstanding.5.EngagementandMotivation:Designactivitiesthatareengagingandmotivatingtomaintainthestudents’interestandparticipation.6.ClassroomResources:Considertheavailableresourcesintheruralsetting,suchastechnology,materials,andspace,tomakethelessonpracticalandachievable.IntegrationintotheLessonPlan:1.IntroductiontotheUnit:Beginwithabriefreviewoffamiliarfestivals,followedbyanintroductiontothenewtopic.Usevisuals(photos,videos)tosparkinterest.2.LanguageFocus:Introducenewvocabularyrelatedtofestivals,usingcontextcluesandreal-lifeexamples.Providetranslationsfornon-nativeEnglishspeakerstofacilitatecomprehension.3.InteractiveActivities:Designactivitiesthatallowstudentstointeractwiththematerial.Forexample,createaclasschartwherestudentscanadddetailsaboutdifferentfestivalstheyarefamiliarwith.4.CulturalExchange:Havestudentsresearchafestivalfromtheirowncultureandpresentittotheclass,fosteringaculturalexchangeanddeeperunderstanding.5.GroupWork:Assigngroupstoworkondifferentaspectsofthelesson,suchascreatingapresentation,writingadialogue,orpreparingafestivedishtosharewiththeclass.6.Assessment:Incorporateformativeassessments,suchasquizzes,tocheckunderstandingofthevocabularyandcontent.Usesummativeassessments,suchasafinalprojectorpresentation,toevaluatethestudents’masteryoftheunit.7.ReflectionandExtension:Concludetheunitwithareflectionactivity,allowingstudentstoexpresstheirthoughtsandfeelingsaboutthefestivalsthey’velearnedabout.Provideextensionactivities,likewritingadiaryentryaboutafestivaltheywouldliketoexperience.Byintegratingthesefactors,thelessonplanfor“FestivalsinDifferentCountries”willbecomprehensive,engaging,andsuitablefortheuniquecontextofaruralEnglishlanguageclassroom.三、教學(xué)情境分析題（30分）Question:YouhavenoticedthatsomeofyourstudentsstruggletounderstandthenuancesofEnglishidiomsandexpressionsintheirreadingcomprehensiontasks.Consideringthischallenge,designalessonplanthat:1.Explainstheconceptofidioms.2.IntroducesatleastthreecommonEnglishidioms.3.Providesactivitiestohelpstudentspracticeusingtheseidiomscorrectly.4.Includesashortassessmenttoevaluatestudentunderstanding.Answer:LessonPlanTitle:“UnlockingtheSecretsofIdioms”O(jiān)bjective:StudentswillbeabletoidentifyandusethreenewEnglishidiomscorrectlyincontext.MaterialsNeeded:HandoutswithexplanationsofidiomsandexamplesInteractivewhiteboardorprojectorSmallgroupactivityworksheetsAssessmentquizProcedure:1.Introduction(10minutes):Beginbydefiningwhatidiomsareandexplainingwhytheymightbechallengingfornon-nativespeakers.Providesimplesentenceswithandwithoutidiomstodemonstratethedifferenceinmeaning.2.Presentation(15minutes):Introducethreeidioms(“breaktheice,”“it’srainingcatsanddogs,”“hitthenailonthehead”)bygivingtheirliteralmeanings,theiractualmeanings,andexamplesofhowthey’reused.3.Practice(20minutes):Dividetheclassintosmallgroups.Eachgroupreceivesdifferentidiomstoworkon.Theyshouldcreatesentencesusingtheidiomscorrectlyandprepareashortskittopresenttotheclassdemonstratingtheuseoftheirassignedidiom.4.Production(15minutes):Alloweachgrouptoperformtheirskits.Encouragetherestoftheclasstoidentifytheidiomsbeingusedanddiscusstheirmeanings.5.Assessment(10minutes):Distributeaquickquizconsistingofsentenceswherestudentsmustchoosethecorrectidiomtofillintheblank.Thiswillevaluatewhethertheyunderstandtheidiomsintroducedduringthelesson.Analysis:ThislessonplanisdesignedtoaddressthespecificissueofunderstandingidiomsinEnglishbyfirstclarifyingwhatidiomsareandthenprovidinghands-onpractice.Theuseofskitshelpsmakethelearningmoreengagingandmemorable.Byinvolvingthestudentsactivelythroughgroupworkandperformance,itensuresthatmultiplelearningstylesareaccommodated.Thefinalassessmentgivesimmediatefeedbacktoboththeteacherandthestudentsregardingcomprehensionlevels.Thechosenidiomsarecommonlyusedandprovideagoodmixofcontexts(social,weather-related,andachievement-related),makingthemversatileandusefulforthestudents’futurelanguageuse.Hereisasamplequizbasedonthelessonplanwhichcanbeusedtoassessthestudents’understandingoftheidiomsintroduced:SampleQuiz:1.Choosethecorrectidiomtocompletethesentence:“Togeteveryonetalkingattheparty,wedecidedto_______.”A.breaktheiceB.rainingcatsanddogsC.hitthenailonthehead2.Choosethecorrectidiomtocompletethesentence:“Whenitstarted________,weallraninside.”A.rainingcatsanddogsB.breaktheiceC.hitthenailonthehead3.Choosethecorrectidiomtocompletethesentence:“Shereally_______whensheexplainedthesolutiontotheproblem.”A.hitthenailontheheadB.breaktheiceC.rainingcatsanddogsTheco