教師資格考試高級中學(xué)英語學(xué)科知識與教學(xué)能力試題與參考答案(2025年)

2025年教師資格考試高級中學(xué)英語學(xué)科知識與教學(xué)能力模擬試題與參考答案一、單項選擇題（本大題有30小題，每小題2分，共60分）1、（）被稱為“英語教學(xué)法之王”，其代表作有《綜合英語教學(xué)法》和《口語入門》。A.D.G”>@ergetyMovie-MakingintheClassroomB.A.S.NeillC.D.A.SlijnD.R.C.richards答案：D解析：R.C.richards是美國著名的英語教學(xué)專家，被譽(yù)為“英語教學(xué)法之王”。其代表作包括《綜合英語教學(xué)法》和《口語入門》。2、在進(jìn)行口語課堂討論時，以下哪項不是良好的課堂互動技巧？A.建立積極的學(xué)習(xí)氛圍B.鼓勵所有學(xué)生參與討論C.避免打斷學(xué)生發(fā)言D.過度控制話題的引導(dǎo)答案：D解析：在進(jìn)行口語課堂討論時，過度控制話題的引導(dǎo)并不是良好的課堂互動技巧。應(yīng)該鼓勵學(xué)生自由發(fā)言，同時適時引導(dǎo)話題，以確保課堂討論的順利進(jìn)行。而選項A、B、C都是良好的課堂互動技巧。3、Thefollowingsentenceiswritteninthepassivevoice.Whichofthefollowingisthecorrectactivevoiceformofthesentence?A.Thebookiswrittenbytheauthor.B.Theauthorwritesthebook.C.Thebookwaswrittenbytheauthor.D.Theauthorwaswritingthebook.Answer:BExplanation:Theoriginalsentenceinpassivevoiceis“Thebookiswrittenbytheauthor.”Toconvertittotheactivevoice,weneedtoswitchthesubjectandtheverb,makingthesubjectperformtheaction.Therefore,thecorrectactivevoiceformis“Theauthorwritesthebook.”4、Choosethecorrectwordtocompletethesentence:Thestudentswereasked________thelibraryaftertheclass.A.togoB.goingC.goD.goneAnswer:AExplanation:Thecorrectformtouseinthissentenceistheinfinitiveformoftheverb,whichis“togo.”Thisisbecausethesentenceisinthepassivevoice,andtheinfinitiveformisusedtoindicatetheactionthatwasrequestedorrequired.Therefore,thecorrectsentenceis“Thestudentswereaskedtogotothelibraryaftertheclass.”5、WhatistheprimarypurposeofContinuousAssessmentinEnglishsubjectteachingforseniorhighschool?

A)Toevaluatestudents’knowledgeattheendoftheterm

B)Toprovideongoingfeedbackonstudents’learningprogress

C)Togradestudentsbasedontheirfinalexamperformance

D)ToidentifystudentswhoneedtorepeatthecourseAnswer:B

Explanation:ContinuousassessmentinEnglishsubjectteachingforseniorhighschoolisprimarilyaimedatprovidingongoingfeedbackonstudents’learningprogress.Thismethodallowsteacherstomonitorhowstudentsaredoingthroughoutthecourseandprovidetimelysupportorinterventionifneeded.6、WhichofthefollowingbestexemplifiestheuseofmultimediaresourcesinEnglishsubjectteachingforseniorhighschool?

A)Havingstudentsmemorizevocabularylists

B)Utilizinginteractivewhiteboardstopresentpoetryanalysis

C)Distributingphotocopiesofessaysforpeerreview

D)OrganizingagroupdiscussionwithoutanyvisualaidsAnswer:B

Explanation:UtilizinginteractivewhiteboardstopresentpoetryanalysisisthebestexampleofusingmultimediaresourcesinEnglishsubjectteachingforseniorhighschool.Thismethodcombinesvisualandinteractiveelementstoenhancestudents’understandingandengagementwiththematerial.7.Thesuccessfulimplementationofanewcurriculuminaschoolreliesheavilyonwhat?A.Teacher’sexperienceB.Schooladministration’ssupportC.StudentengagementD.GovernmentpolicyAnswer:BExplanation:Whileallthegivenoptionscouldinfluencethecurriculumimplementation,B)Schooladministration’ssupportiscrucialbecauseitensuresthatthenecessaryresourcesandtimeareallocatedforthesuccessfuladoptionofthenewcurriculum.8.Whichofthefollowingisakeyprinciplewhendesigningatask-basedlanguagelesson?A.Studentsshouldbegivenasmuchfreedomaspossible.B.Theactivitiesshouldbefocusedsolelyongrammarexercises.C.Thefinalassessingofstudentsshouldn’tincludeanyreal-lifeapplication.D.Thelessonsshouldbestructuredsothatstudentsworkinsmallgroups.Answer:DExplanation:TheanswerD)Thelessonsshouldbestructuredsothatstudentsworkinsmallgroups,highlightstheimportanceoftask-basedlanguagelessons.Thisallowsforbettercollaboration,peerlearning,andreal-lifeapplication,allofwhichareessentialforlanguagedevelopmentandeffectivecommunicationskills.9.Theteacherisdemonstratinganewvocabularywordtothestudents.Whichofthefollowingactivitieswouldbemostappropriatetoreinforcethewordinameaningfulcontext?Readingapassagealoudtotheclass.Writingthewordontheboardandaskingstudentstorepeatit.Showingavideorelatedtotheword’smeaning.Givingamultiple-choicequizabouttheword.Answer:C)解析：選項C是最佳選擇，因為通過展示與詞匯意義相關(guān)的視頻，學(xué)生可以在真實的語境中理解和記憶新詞匯，這有助于加深對詞匯的理解和應(yīng)用。選項A雖然有助于閱讀能力，但未必能強(qiáng)化詞匯的意義；選項B雖然簡單，但缺乏語境；選項D則更側(cè)重于測試記憶，而非語境理解。10.Inalessononthestructureofthesolarsystem,theteacherwantstoensurethatstudentscanexplaintherolesoftheplanets.Whichmethodwouldbemosteffectiveinassessingthislearningoutcome?Administeringapopquizontheplanets.Havingstudentscreateaposterabouteachplanet.Pairingstudentsandhavingthemdiscusstherolesoftheplanets.Askingstudentstowriteashortessayontheimportanceofthesolarsystem.Answer:C)解析：選項C是最佳選擇，因為它鼓勵學(xué)生通過討論來深化對知識點的理解，同時促進(jìn)了學(xué)生的合作和交流能力。這種互動式學(xué)習(xí)有助于學(xué)生更深入地掌握行星的作用。選項A是測試記憶，選項B雖然有助于視覺呈現(xiàn)，但可能不足以評估學(xué)生的理解能力；選項D雖然要求學(xué)生寫作，但可能更側(cè)重于評估寫作技能而非對行星作用的掌握。11、Accordingtothelatesteducationpolicy,whichofthefollowingstatementsistrueregardingtheassessmentoforalcommunicationskillsinhighschoolEnglish?OralcommunicationskillswillnolongerbeassessedinhighschoolEnglish.Onlywrittentestswillbeusedtoassessoralcommunicationskills.Oralpresentationsandgroupdiscussionswillbepartoftheassessment.Oralcommunicationskillswillbeassessedbypeerreviewonly.CorrectAnswer:C

Explanation:Thelatesteducationpolicyemphasizestheimportanceofdevelopingstudents’oralcommunicationskills,whichinvolvesnotonlywrittentestsbutalsooralpresentationsandgroupdiscussionsaspartoftheassessment.12、Whicheducationalpsychologytheorysupportstheideathatstudentslearnbestwhentheyareactivelyengagedinthelearningprocess?BehaviorismCognitivismConstructivismHumanismCorrectAnswer:C

Explanation:Constructivismisaneducationalpsychologytheorythatpositsthatstudentslearnbestthroughactiveengagementandbuildingtheirownunderstandingbasedonexperiencesandpriorknowledge.Thistheorysupportstheideaofstudent-centeredlearningwhereteachersfacilitateratherthandictatethelearningprocess.13、Theteacher’scompetenceinlanguageexpressionandcommunicationisessentialforthedevelopmentofhis/herstudents’___________.A.criticalthinkingskillsB.vocabularymasteryC.interpersonalcommunicationabilitiesD.languageawareness答案：C解析：本題考查教師的能力要求。在語言表達(dá)和溝通方面，教師的能力對學(xué)生在人際交流能力的發(fā)展中起著至關(guān)重要的作用，故選C。14、WhichofthefollowingisNOTapartofthe“FiveBigIdeas”inEnglishcurriculumdesignaccordingtoNationalStandards?A.CommunicationB.CultureC.InformationTechnologyD.Literature答案：C解析：本題考查英語課程設(shè)計的基本理念。根據(jù)《英語課程標(biāo)準(zhǔn)》，英語課程的“五大基本理念”包括：溝通、文化、學(xué)習(xí)策略、情感態(tài)度和價值觀、跨文化意識。信息技術(shù)不是英語課程的“五大基本理念”之一，故選C。15.Inthefollowingsentence,whichwordisusedasapreposition?A.Theteacherassignedthestudentsahomework.B.Thestudentsarediscussingthebookatthelibrary.C.Shegavehimapresentasagift.Answer:BExplanation:InoptionB,“at”isusedasaprepositiontoindicatethelocationwherethestudentsarediscussingthebook.InoptionsAandC,“a”and“as”arenotprepositions.16.Whichofthefollowingsentencesiscorrectlypunctuated?A.Theweatherwassunny,thechildrenplayedoutside.B.Theweatherwassunny;thechildrenplayedoutside.C.Theweatherwassunny,thechildrenplayedoutside.Answer:BExplanation:InoptionB,asemicoloniscorrectlyusedtoseparatetwocloselyrelatedindependentclauses.InoptionsAandC,acommaisnotappropriateasitwouldnotproperlyconnectthetwoclauses.17、WhichofthefollowingstrategiesismosteffectiveforteachingcomplexsentencestructurestoadvancedhighschoolEnglishstudents?A.Focusingsolelyonmemorizationofsentencepatterns.B.Providingextensivereadingmaterialsonsimplesentencesonly.C.Encouragingstudentstocreatetheirowncomplexsentenceswithoutanyguidance.D.Introducingthestructurethroughcontext,followedbyguidedpracticeandindependentapplication.Answer:D解析：D選項是最有效的策略。通過提供具體的語境引入復(fù)雜的句型結(jié)構(gòu)，然后通過引導(dǎo)練習(xí)和獨立應(yīng)用來鞏固學(xué)習(xí)過程。這有助于學(xué)生理解句型結(jié)構(gòu)的實際應(yīng)用，并能夠應(yīng)用這些結(jié)構(gòu)來表達(dá)更復(fù)雜的思想。18、InthecontextofdevelopingreadingskillsforadvancedhighschoolEnglishstudents,whichtechniqueismostbeneficialwhenintroducinganewtext?A.Havingstudentsreadthetextsilentlyandthenwriteasummary.B.Providingadetailedsummaryofthetextbeforereading.C.Engagingstudentsinpre-readingactivitiessuchaspredictingandmakingconnections.D.Askingstudentstoreadasimilartextfirsttounderstandthegenre.Answer:C解析：C選項是最有益的技術(shù)。在引入新文本時，通過進(jìn)行預(yù)讀活動（如預(yù)測和建立聯(lián)系），可以激發(fā)學(xué)生的學(xué)習(xí)興趣，幫助他們建立背景知識，更好地理解即將閱讀的內(nèi)容。這有助于提高閱讀理解能力。19、Inthefollowingsentences,whichoneisthemostappropriatespokenexpression?A.“Howdoyoudowithyourproject?”B.“Howaboutyourproject?”C.“Whatisthesituationwithyourproject?”D.“Whereisyourprojectstanding?”Answer:B

Explanation:OptionB,“Howaboutyourproject?”,isthemostappropriatespokenexpression.Itisapolite,informalwaytoasksomeoneabouttheprogressorstatusoftheirproject.Theotheroptionsarelessappropriateforinformaldialogueorlackthespecificityofaskingabouttheproject.20、Whatisthepluralformofthenoun“aunt”inEnglish?A.“aunts”B.“aunts’s”C.“auntes”D.“auntses”Answer:A

Explanation:Thecorrectpluralformofthenoun“aunt”is“aunts”(OptionA).Nounsendingin“s”typicallydonothaveaddedapostrophestoformtheplural.OptionsB,C,andDareincorrectastheyeitheraddanapostrophewhereitisnotneededoruseanon-standardformoftheword.21、Thefollowingsentenceiswritteninpassivevoice.Whichoneofthefollowingisthecorrectactivevoiceform?A.Thebookwaswrittenbytheauthor.B.Theauthorwritesthebook.C.Thebookiswrittenbytheauthor.D.Thebookhasbeenwrittenbytheauthor.Answer:BExplanation:Theactivevoiceformofthesentence“Thebookwaswrittenbytheauthor”is“Theauthorwritesthebook.”Thepassivevoiceischangedtoactivevoicebymakingtheobject(thebook)thesubjectandremovingtheword“by.”22、Inthesentence“Shewasnotallowedtogoout,”whichpartofthesentenceindicatesthepermissionwasdenied?A.SheB.wasC.notallowedD.gooutAnswer:CExplanation:Thephrase“notallowed”indicatesthepermissionwasdenied.Inthissentence,“She”isthesubject,“was”istheauxiliaryverb,and“goout”istheobject.Theword“not”isanegation,butit’sthephrase“notallowed”thatdirectlyconveysthedenialofpermission.23.Whichofthefollowingsentencescorrectlyusesthepresentperfectcontinuoustensetoexpressanactionthatstartedinthepastandcontinuesuptonow?A.Ihaveworkedonthisprojectforfivehours.B.Ihavebeenworkingonthisprojectforfivehours.C.Iworkonthisprojectforfivehours.D.Iamworkingonthisprojectforfivehours.Answer:BExplanation:Thepresentperfectcontinuoustenseisformedwith“has/havebeen+verb+ing”andisusedtodescribeactionsthatstartedinthepastandcontinuetothepresent.OptionBcorrectlyuses“havebeenworking”toindicateanongoingactionfromthepastuntilnow.24.Choosethesentencethatdemonstratescorrectsubject-verbagreement:A.Thenewsabouttheeconomicdownturnarespreadingrapidly.B.Thenewsabouttheeconomicdownturnisspreadingrapidly.C.Thenewsabouttheeconomicdownturnspreadrapidly.D.Thenewsabouttheeconomicdownturnspreadsrapidly.Answer:BExplanation:InEnglish,“news”istreatedasanuncountablenounandthereforetakesasingularverbform.OptionBcorrectlypairs“news”withthesingularverb“is,”showingpropersubject-verbagreement.25.Inthefollowingsentence,choosethecorrectformoftheverbinparenthesestocompletethesentencecorrectly.Thestudent(be)currentlyworkingonaresearchprojectabouttheimpactoftechnologyoneducation.isamarebeAnswer:A)isExplanation:Thesentencerequiresthepresentcontinuoustensetodescribeanactionthatishappeningatthemomentofspeaking.Thecorrectformoftheverb“be”forthethirdpersonsingularsubject“student”is“is.”26.Readthefollowingdialoguebetweentwofriends,andchoosethemostappropriateresponsefortheblankspace.StudentA:IreallyenjoyteachingEnglishinourschool.Thestudentsareveryresponsivetomyteachingmethods.StudentB:That’sgreat!Ithinkyou(be)anexcellentteacher.arewaswillbehavebeenAnswer:A)areExplanation:Thedialogueisinthepresenttense,andtheblankspaceshouldreflectthepresenttenseaswell.Thecorrectformoftheverb“be”tomatchthepresenttenseandthesubject“you”is“are.”Theotheroptions(was,willbe,havebeen)arenotappropriateinthiscontext.27、WhichofthefollowingbestdescribesthemainfunctionofthepassivevoiceinEnglish?A、Toemphasizethesubjectofthesentence.B、Toindicatethatthesubjectisperforminganaction.C、Toshowthatthesubjectisreceivingtheaction.D、Toexpresssurpriseoremphasis.Answer:CExplanation:Thepassivevoiceisusedtoindicatethatthesubjectofthesentenceisreceivingtheactionratherthanperformingit.Itisoftenusedwhentherecipientoftheactionismoreimportantthanthedoeroftheaction.28、InEnglishgrammar,whichsentencetypetypicallyrequirestheuseofreportedspeech?A、ImperativesentencesB、InterrogativesentencesC、ExclamatorysentencesD、DeclarativesentencesAnswer:BExplanation:Reportedspeechisusedtoreportwhatsomeonesaidindirectly.Interrogativesentences,whicharequestions,typicallyrequiretheuseofreportedspeechwhenrephrasingtheminindirectform.Forexample,“HeaskedmeifIhadseenthenewfilm.”29.Whichofthefollowingsentencestructuresisbestforexpressingthemainideainaclassroominstructionsetting?SimplepresenttensePastsimpletensePresentperfecttenseFuturesimpletenseAnswer:A)SimplepresenttenseExplanation:Thesimplepresenttenseisoftenusedtoexpresshabitualactionsorgeneraltruths,whichissuitableforclassroominstructionswherethefocusisontheongoingroutinesorprinciplesofteaching.30.Howshouldateacherrespondtoastudentwhopresentsinvalidevidencetosupporttheirargumentinadebate?IgnoretheevidenceandmoveonEncouragethestudenttoprovideadifferentevidenceCorrectthestudent’sevidenceandmoveonAllowthestudenttocontinueanddonotinterfereAnswer:B)EncouragethestudenttoprovideadifferentevidenceExplanation:Byencouragingthestudenttoprovideadifferentevidence,theteacherpromotescriticalthinkingandhelpsthestudentlearntheimportanceofvalidsupportinginformation.Thisapproachfostersapositivelearningenvironmentwherestudentsaremotivatedtoimprovetheirarguments.二、簡答題（20分）Question:

Inyouropinion,whatarethekeyfactorsthatcontributetoeffectivecommunicationintheEnglishlanguageclassroom?Explainhowthesefactorscanbeimplementedinteachingpractices.Answer:

ThekeyfactorsthatcontributetoeffectivecommunicationintheEnglishlanguageclassroominclude:1.ClearandConciseLanguage:Teachersshoulduseclearandconciselanguagetoensurestudentsunderstandtheinstructionsandinstructions.Avoidingcomplexvocabularyandsentencestructureshelpsinmakingthelessonmoreaccessibletoallstudents.2.ActiveListening:Encouragingstudentstolistenactivelytotheirpeersandtheteacherfostersapositivelearningenvironment.Thishelpsstudentsinunderstandingthecontextandimprovestheiroveralllanguageskills.3.EncouragingParticipation:Creatingaclassroomatmospherethatencouragesstudentstoparticipateactivelyindiscussionsandactivitiesenhancescommunication.Thiscanbeachievedthroughgroupwork,pairactivities,andinteractivediscussions.4.Non-VerbalCommunication:Utilizingnon-verbalcuessuchasfacialexpressions,gestures,andbodylanguagecanhelpinconveyingemotionsandintentions,makingcommunicationmoreeffective.5.FeedbackandCorrection:Providingtimelyandconstructivefeedbackhelpsstudentsimprovetheirlanguageskills.Correctingmistakesinasupportiveandnon-judgmentalmannerencouragesstudentstocommunicatefreelywithoutfearoffailure.6.CulturalSensitivity:Beingculturallysensitiveandawareofdiversebackgroundshelpsincreatinganinclusiveclassroomenvironment.Thispromoteseffectivecommunicationbyrespectingandappreciatingdifferentperspectivesandexperiences.ImplementationinTeachingPractices:1.Usesimpleandclearlanguagetodeliverinstructionsandexplanations.2.Createopportunitiesforstudentstoengageindiscussionsandgroupactivities,allowingthemtopracticelisteningandspeakingskills.3.Encouragestudentstolistenactivelybyaskingthemtosummarizeorparaphrasewhattheyhaveheard.4.Utilizevisualaids,gestures,andfacialexpressionstoenhancecommunicationandmakethelessonmoreengaging.5.Provideconstructivefeedbackandcorrectiontechniquessuchaserrorcorrectionthroughpeerfeedbackorpositivereinforcement.6.Integrateculturalaspectsintothecurriculum,encouragestudentstosharetheirownexperiences,andpromoterespectfordiversecultures.Byimplementingthesefactors,teacherscancreateaneffectivecommunicationenvironmentthatpromoteslanguagelearningandstudentengagementintheEnglishlanguageclassroom.三、教學(xué)情境分析題（30分）QuestionType:TeachingContextAnalysis(30points)Scenario:YouareanEnglishteacherataseniorhighschool.Duringyourclass,younoticethatstudentsoftenstrugglewithusingprepositionscorrectlyintheirwritingandspeaking.Theyfrequentlymisuseprepositionsoromitthemwheretheyshouldbeused.Youdecidetoaddressthisissuebydesigningalessonplanthatfocusesonthecorrectuseofprepositions.Task:1.Identifythreecommonerrorsmadebystudentsregardingtheuseofprepositions.2.Designabriefactivitythatcanhelpstudentspracticeandunderstandthecorrectusageofprepositions.3.Explainhowyouwouldassessstudents’understandingofprepositionsaftertheactivity.Answer:1.CommonErrors:Usingthewrongprepositionwithverbs,nouns,andadjectives(e.g.,“Iaminterestedinplayfootball”insteadof“Iaminterestedinplayingfootball”).Omittingnecessaryprepositions(e.g.,“Sheisgooddance”insteadof“Sheisgoodatdancing”).Usingprepositionsunnecessarily(e.g.,“Heisangryabouthisbrother”insteadof“Heisangrywithhisbrother”).2.ActivityDesign:Preparation:Prepareasetofsentenceswithblankswhereprepositionsshouldbeinserted.Eachsentencewilltestthecorrectuseofdifferentprepositions.Procedure:Dividetheclassintosmallgroups.Provideeachgroupwiththeworksheetcontainingthesentences.Instructthestudentstofillintheblankswiththeappropriateprepositions.Aftercompletingthetask,havestudentscomparetheiranswerswithinthegroupanddiscussanydiscrepancies.Finally,gooverthecorrectanswersasaclassandprovideexplanationsforeachchoice.3.AssessmentMethod:FormativeAssessment:Observestudentsduringthegroupdiscussionphasetoseeiftheycanidentifyandcorrectprepositionerrorsindependently.SummativeAssessment:Administerashortquizfollowingtheactivitythatincludessimilartypesofsentences.Thequizwillserveasaformalevaluationofwhetherstudentshavegraspedtheconceptofprepositionusage.PeerEvaluation:Encouragestudentstoevaluateeachother’sworkduringthegroupactivity,whichhelpsreinforcelearningandprovidesimmediatefeedback.Explanation:Inaddressingthemisuseofprepositions,itisimportanttostartbyidentifyingtypicalmistakesthatstudentsmake.Thisallowstheteachertotailoractivitiesthattargetthesespecificareasofdifficulty.Thechosenactivityencouragesactiveparticipationandpeerinteraction,whicharekeycomponentsofeffectivelanguagelearning.Byengagingingroupdiscussions,studentsnotonlypracticethelanguagebutalsolearnfromeachother’sinsightsandcorrections.Theassessmentmethodssuggestedincludebothformativeandsummativeelements.Formativeassessments,suchasobservationduringgroupwork,allowtheteachertogiveimmediatefeedbackandsupporttostudentswhomaystillbestruggling.Summativeassessments,likethepost-activityquiz,provideamorestructuredwaytogaugeoverallunderstandingandmasteryofthematerial.Peerevaluationaddsanotherlayerofengagementandaccountability,asstudentstakeresponsibilityforassessingandhelpingtheirpeers.Thisquestionisdesignedtotestateacher’sabilitytodiagnosecommonlanguageproblems,designeffectiveteachingactivities,andimplementmeaningfulassessments.ItalignswiththegoalsofimprovingstudentproficiencyinEnglishandfosteringaninteractiveandsupportiveclassroomenvironment.四、教學(xué)設(shè)計題（40分）Question:DesignalessonplanforahighschoolEnglishclassfocusedonteachingthepresentperfecttense.Thelessonshouldincludeanintroduction,amainactivity,andaconclusion.Thetargetstudentsare15-16-year-oldswithintermediateEnglishproficiency.Introduction(10minutes)1.Warm-up:BeginwithabriefdiscussionabouttheimportanceoftenseinEnglishlanguagelearning.2.Introductionofthepresentperfecttense:Explainthatthepresentperfecttenseisusedtodescribeactionsthatstartedinthepastandcontinuetothepresent,oractionsthathappenedatanunspecifiedtimebeforenow.3.Definitionandstructure:Introducethestructureofthepresentperfecttense:Subject+has/have+pastparticiple.MainActivity(30minutes)1.Practiceformingsentences:Providealistofverbsintheirbaseformandaskstudentstoformsentencesinthepresentperfecttenseusingthoseverbs.Example:“Ihavelivedinthiscityfor5years.”2.Readingactivity:Distributeashortpassagecontainingsentencesinthepresentperfecttense.Askstudentstoidentifyandcirclethecorrectformofthetense.3.Groupwork:Dividetheclassintosmallgroups.Eachgroupreceivesascenarioandhastocreateashortdialogueusingthepresentperfecttense.Example:“Youareinacaféandthefriendyou