2025年教師資格考試初中面試英語試題與參考答案

2025年教師資格考試初中英語面試復(fù)習(xí)試題與參考答案一、結(jié)構(gòu)化面試題（10題）FirstQuestion

Question:

Howwouldyouhandleasituationwhereastudentisstrugglingtounderstandaparticulartopicduringalesson?Answer:

Tohandleasituationwhereastudentisstrugglingtounderstandaparticulartopicduringalesson,Iwouldfollowthesesteps:1.EncouragetheStudenttoExpressTheirUncertainty:Iwouldfirstaskthestudentiftheyarefacingdifficultiesinunderstandingthetopic.Providingasafespaceforthemtovoicetheirconcernscanhelpthemfeelmoreateaseandlessanxious.2.ObserveTheirLevelofUnderstanding:Iwouldthenobservethestudent’sfacialexpressions,bodylanguage,andinteractionswiththeclasstogaugetheextentoftheirconfusion.3.AdapttheTeachingMethod:Basedontheirlevelofunderstanding,Iwouldadaptmyteachingmethods.Forexample,ifthestudentneedsmoreexplanation,Iwouldprovidesupplementaryexplanationsusingdifferentexamplesoranalogies.Iftheyneedmoreinteractivelearning,Iwouldengagethemingroupworkorpairworkwheretheycandiscussthetopicwiththeirpeers.4.UseVisualAidsandAdditionalResources:Iwouldusevisualaidssuchascharts,diagrams,orvideostoillustratetheconcept,whichcanhelpvisuallearners.Additionally,Iwouldprovidesupplementaryreadingmaterialsoronlineresourcesthattheycanuseattheirownpace.5.ProvideOne-on-OneSupport:Ifnecessary,Iwouldofferextrahelpoutsideofclassthroughone-on-onetutoringorafter-schoolsessionstoaddressthespecificissuesinamoretargetedmanner.6.DifferentiateInstruction:Iwouldconsiderusingdifferentiatedinstructiontechniques,suchasprovidingmorepracticeproblemsforthosewhoneedmorerepetitionorofferingadvancedmaterialsforstudentswhograsptheconceptquickly.AnswerExplanation:

Theabilitytoidentifyandaddressastudent’slearningdifficultiesiscrucialforeffectiveteaching.Bytakingaproactiveapproachandemployingavarietyofstrategies,teacherscanhelpstudentsovercometheirchallenges.Thisquestionteststhecandidate’sproblem-solvingskillsandtheirabilitytoadapttheirteachingstrategiestomeetthediverseneedsoftheirstudents.Italsohighlightstheimportanceofasupportiveandinclusiveclassroomenvironment.第二題Question:AsateacherofmiddleschoolEnglish,howwouldyoueffectivelyincorporatetechnologyintoyourlessonstoenhancestudentengagementandlearningoutcomes?Answer:ToeffectivelyincorporatetechnologyintomymiddleschoolEnglishlessonsandenhancestudentengagementandlearningoutcomes,Iwouldconsiderthefollowingstrategies:1.InteractiveWhiteboardUsage:Iwouldmakeuseofaninteractivewhiteboardtoactivelyengagestudentsinthelearningprocess.Thisincludesusingmultimediacontent,suchasvideos,animations,andinteractivequizzes,toillustratecomplexconceptsandmakethemmorerelatable.2.EducationalAppsandWebsites:IwouldutilizeeducationalappsandonlineplatformsthatarespecificallydesignedforEnglishlanguagelearning,offeringinteractiveexercises,grammargames,andvocabularyquizzestoreinforcelearning.3.FlippedClassroomApproach:Iwouldadopttheflippedclassroommodelwherestudentswatchinstructionalvideosoutsideofclassandthen,inclass,wefocusondiscussions,activities,orprojectsthatencouragecollaborationandcriticalthinking.4.Student-CreatedContent:Iwouldencouragestudentstousetechnologytocreatetheirowncontent,suchasshortvideos,podcasts,orpresentationsthatreflecttheirunderstandingofthecurriculum.5.OnlineCollaborationTools:IwouldutilizeplatformslikeGoogleClassroom,whichallowstudentstosubmitassignmentsonline,workongroupprojects,andparticipateinforumsfordiscussions,fosteringasenseofcommunityandengagement.6.InteractiveAssessments:Insteadoftraditionalpen-and-paperquizzes,Iwoulduseonlineassessmenttools,suchasKahootorQuizizz,tocreateinteractiveandinstantfeedbackquizzesthatcancoverabroadrangeoftopicsinafunandcompetitiveway.Explanation:IncorporatingtechnologyintoEnglishlessonscanhaveseveralpositiveimpactsonstudentengagementandlearningoutcomes:IncreasedMotivation:Technologycanmakelearningmoreenjoyableandengaging,whichcanleadtoincreasedmotivationandbetterretentionofinformation.PersonalizedLearning:Byusingappsandonlineresources,Icantailorlearningexperiencestotheindividualneedsofeachstudent,providingamorepersonalizedapproachtolanguagelearning.ImprovedCollaboration:Onlinecollaborationtoolsenablestudentstoworktogetherregardlessofphysicallocation,promotingteamworkandcommunicationskills.EnhancedCriticalThinking:Engagingwithmultimediacontentandfosteringdiscussionsaboutitcanencouragestudentstothinkcriticallyandanalytically.GreaterAccesstoResources:TheuseoftechnologycanprovidestudentswithaccesstoavastarrayofEnglishlanguageresources,enhancingtheiroveralllearningexperience.Bythoughtfullyintegratingtechnologyintomyteachingpractices,Iaimtocreateadynamicandinteractivelearningenvironmentthatnotonlymeetstheneedsofmystudentsbutalsopreparesthemforthedigitalage.第三題題目:

DiscusstheimportanceofintegratingculturalelementsintoEnglishlanguageteachingforjuniorhighschoolstudentsandprovideanexampleofhowyouwoulddothisinyourclassroom.答案:

IntegratingculturalelementsintoEnglishlanguageteachingisessentialforseveralreasons.Firstly,itbroadensstudents’horizonsbyexposingthemtodifferentculturesandwaysoflife,whichfostersasenseofglobalcitizenshipandempathytowardsothers.Secondly,itenhanceslanguagelearningbyprovidingcontextthatmakesthelanguagemoremeaningfulandrelatable.Studentscanbetterunderstandandremembervocabularyandgrammarwhentheyseeitusedinreal-lifesituations.Lastly,culturalcontentcanincreasemotivationandengagement,asitofteninvolvesinterestingstories,traditions,ormediathatcapturestudents’attentionandsparktheircuriosity.Forinstance,ifIweretoteachaunitonfestivals,IcouldincorporatealessonaboutThanksgivingintheUnitedStates.Iwouldstartwithabriefhistoryoftheholidayanditssignificance,followedbyanexplorationoftraditionalactivitiessuchasturkeydinnersandparades.Tomakethelessoninteractive,ImightorganizeamockThanksgivingdinnerwherestudentscanpracticeusingpoliteconversationstartersandresponsesinEnglish.Additionally,wecouldwatchclipsfromaparadeorreadashortstoryaboutafamily’sThanksgivingexperience.Bydoingso,studentsnotonlylearnnewwordsandexpressionsbutalsogaininsightintoAmericancultureandsocialpractices.解析:

TheanswerprovidedaddressesthequestionbyhighlightingthreekeybenefitsofincorporatingculturalelementsintoEnglishlanguageinstruction:promotingglobalawareness,enhancingcontextuallearning,andboostingstudentengagement.Theexamplegivendemonstratesapracticalapproachtointegratingculturalcontentintoalesson,whichalignswiththegoalofmakingthelanguagelearningprocessmoreengagingandmeaningful.TheThanksgivingscenarioservesasaconcreteillustrationofhowtointroduceculturalaspectsthroughactivitiesthatencourageactiveparticipationandauthenticcommunication,therebyreinforcingtheeducationalvalueofsuchanapproach.第四題Question:Ifyouweregivenaclasswithadiverserangeofstudents,includingthosewhoarehighlymotivatedandotherswhoarestrugglingwithmotivation,howwouldyouapproachteachingthisclasstoensurethatbothgroupsofstudentsareengagedandlearningeffectively?Answer:Inordertoaddressthediverserangeofstudentsintheclassroom,Iwouldadoptamulti-facetedapproachthatcaterstobothhigh-motivatedandstrugglingstudents.Here’showIwouldproceed:1.DifferentiatedInstruction:Recognizethateachstudenthasuniquelearningneedsandpreferences.Iwouldcreatelessonplansthatofferavarietyofactivitiesandresourcestoappealtodifferentlearningstyles.Forinstance,Imightusevisualaids,audiorecordings,andhands-onactivitiesforstudentswhoarevisualorauditorylearners,whilealsoprovidingwrittenmaterialsanddiscussionsforthosewhoaremorekinestheticorverbal.2.EngagementforHigh-MotivatedStudents:Tokeephighlymotivatedstudentsengaged,Iwouldprovideopportunitiesforthemtotakeonleadershiproles,suchasbeingateachingassistantorleadinggroupdiscussions.Iwouldalsochallengethemwithenrichmentactivitiesoradvancedprojectsthatallowthemtoexplorethesubjectfurther.3.SupportforStrugglingStudents:Forstudentswhoarestruggling,Iwouldofferindividualizedattentionandsupport.Thismightincludeone-on-onetutoringsessions,providingadditionalpracticematerials,ormodifyingassignmentstobettersuittheirlearningpaceandneeds.Iwouldalsomakesuretocreateasupportiveclassroomenvironmentwherethesestudentsfeelcomfortableaskingforhelp.4.ClassroomManagement:Implementstrategiesthatpromoteapositivelearningenvironmentforallstudents.Thiscouldincluderoutinesandproceduresthathelpstudentsstayorganizedandfocused,aswellasclearexpectationsandconsistentconsequencesforbehavior.5.FormativeAssessments:Regularlyassessstudents’progressandunderstandingthroughquizzes,classdiscussions,andgroupwork.Thisallowsmetoidentifywherestudentsarestrugglingandadjustmyteachingmethodsaccordingly.6.CollaborativeLearning:Encourageteamworkandpeerlearningtofosterasenseofcommunityintheclassroom.Thiscanhelpstrugglingstudentsfeelmoresupportedandmotivatedbytheirpeers,anditcanprovidehigh-motivatedstudentswiththeopportunitytosharetheirknowledge.Explanation:Thisapproachensuresthatallstudentsfeelvaluedandaregiventhechancetosucceed.Bycateringtodifferentlearningstylesandprovidingasupportiveenvironment,Iaimtocreateaclassroomwherestudentsaremotivatedtolearnandfeelconfidentintheirabilities.Itisimportanttorememberthatmotivationisnotstaticandcanvaryfromdaytoday,soflexibilityandadaptabilityarekeyinmaintainingadynamicandeffectivelearningenvironment.第五題題目：Howwouldyouhandleasituationwhereastudentisconsistentlydisruptiveanddisruptiveduringyourclass?答案：Inhandlingasituationwhereastudentisconsistentlydisruptiveandinattentive,itisimportanttoadoptabalancedandsupportiveapproach.HerearethestepsIwouldtake:1.UnderstandtheCause:Beforeaddressingthebehavior,itiscrucialtounderstandwhythestudentisbeingdisruptive.Thiscouldbeduetoavarietyofreasonssuchaspersonalissues,lackofunderstanding,ordisinterestinthesubject.Iwouldsecretlyspeakwiththestudenttounderstandtheirperspective.2.EstablishClearExpectations:Clearlycommunicatethebehavioralexpectationstothestudent.Explaintheimportanceofclassparticipationandhowtheirbehavioraffectsthelearningenvironmentforboththemandtheirpeers.3.ProvidePositiveReinforcement:Rewardgoodbehaviorwithpraise,incentives,orextracreditopportunities.Positivereinforcementcanbeapowerfulmotivator.4.RedirectandEngage:Engagethestudentinactivitiesthatinterestthem.Forexample,ifthestudentisparticularlyinterestedincertaintopics,incorporatethoseinterestsintothelessontocapturetheirattention.5.CollaboratewithOtherEducators:Sometimes,acollaborativeapproachwithotherteachers,guidancecounselors,orparentscanprovideadditionalsupportorsolutions.Iwouldworkwiththeseindividualstodevelopaconsistentplantohelpthestudent.6.DocumenttheProgress:Keeparecordofthestepstakenandtheprogressmade.Thisdocumentationcanbeusefulfortrackingtheeffectivenessofinterventionsandforreportingtoparentsorguardians.7.SeekProfessionalSupport:Ifthesituationdoesnotimprove,itmaybenecessarytoseekprofessionalsupportfromaschoolpsychologistorcounselortoaddressanyunderlyingissues.Byfollowingthesesteps,Icaneffectivelymanagethedisruptivebehaviorandhelpthestudentbecomeaproductivememberoftheclassroom.解析：Thisanswerdemonstratesacomprehensiveapproachtomanagingclassroombehavior.Itshowsanunderstandingoftheimportanceofcommunicationandunderstandingtherootcauseofthebehavior.Additionally,ithighlightstheimportanceofpositivereinforcementandcollaborationwithotherprofessionalstosupportthestudent.Thestructuredplanaddressesmultipleaspectsofbehaviormanagement,includingclearexpectations,engagement,andprofessionalsupport,ensuringaholisticandeffectivestrategy.第六題Question:

Ifyouwereteachingaclassof15students,10ofwhomarenativeEnglishspeakersand5arenon-nativespeakers,howwouldyoudifferentiateyourteachingstrategiestoensurebothgroupsofstudentsareengagedandlearningeffectively?Answer:

Inordertodifferentiatemyteachingstrategieseffectively,Iwouldimplementthefollowingapproaches:1.MultilingualInstruction:Usesimpleandclearlanguagefornon-nativespeakers,emphasizingpronunciationandgrammaticalstructuresthataremostrelevanttotheirlearningstages.Incorporategestures,visualaids,andcontextcluestoenhanceunderstandingforbothgroups.2.GroupingStrategies:Formmixedabilitygroupswherenativeandnon-nativespeakerscancollaborateandsupporteachother.Assignroleswithingroups,suchas“translator”or“note-taker,”toencourageinteractionandlanguagepractice.3.Inductivevs.

DeductiveTeaching:Useinductiveteachingmethodsfornon-nativespeakers,wherelanguagerulesarediscoveredthroughexamples,whichcanbemoreaccessiblethandeductiveteaching.Fornativespeakers,employdeductiveteaching,wherelanguagerulesareexplicitlystated,todeepentheirunderstandingandchallengetheirknowledge.4.LanguageSupport:Providesupplementarymaterialsintheirfirstlanguagefornon-nativespeakers,suchasdictionariesortranslationtools,toaidintheirunderstanding.Encouragenon-nativespeakerstousetheir母語(nativelanguage)whentheyneedtoretrievevocabularyorunderstandcomplexconceptstoavoidlanguagebarriers.5.AssessmentandFeedback:Createformativeassessmentsthatareflexibleandcatertobothlanguageskillsandcontentunderstanding,suchassandwichgraphing,wherestudentsreflectontheirlearningprocess.Offertargetedfeedbacktonon-nativespeakersthatfocusesonbothlanguageproficiencyandthecontentofthelesson.6.DifferentiatedLearningActivities:Designactivitieswithvaryingcomplexitylevels,suchasprovidingoptionaladvancedtasksfornativespeakersandsimplifiedtaskswithmoresupportfornon-nativespeakers.Usetechnologyandmultimediaresourcesthatnativespeakerscanexploreindependentlyorcollaborativelywithpeers,andadaptthesefornon-nativespeakerswithsimplifiedversionsoradditionallanguagesupport.Explanation:

Differentiatingteachingstrategiesinthisscenarioiscrucialtoensurethatbothnativeandnon-nativespeakersareengagedandbenefitfromthelearningexperience.Thekeyistofindabalancethatfostersinclusionandmutuallearning.Byusingmultilingualinstructionandgroupingstrategies,teacherscancatertodifferentlearningstylesandabilities.Adaptingteachingmethodstoreflectbothinductiveanddeductiveapproacheswillcatertoindividuallearningneeds.Providinglanguagesupportanddifferentiatedlearningactivitieswillfurtherensurethateachstudenthastheopportunitytosucceed.Throughcarefulassessmentandfeedback,teacherscanmonitorprogressandadjustteachingstrategiesasneededtomaintainhighengagementlevelsforallstudents.第七題Question:

Youareteachingamixed-abilityclasswherestudentshavevaryinglevelsofEnglishproficiency.Howwouldyouaddresstheneedsofboththemoreadvancedandlessproficientstudentsduringyourlessonstoensurethatallstudentsareengagedandlearningeffectively?Answer:

Toaddresstheneedsofamixed-abilityclassroom,Iwouldimplementdifferentiatedinstructionstrategiestocatertothediverselearningneedsofmystudents.Formoreadvancedstudents,Icouldprovideenrichmentactivitiessuchasmorecomplexreadingmaterials,researchprojects,oropportunitiestoleaddiscussionsandpeer-teachingsessions.Theseactivitieschallengethemwhilealsoallowingthemtodeepentheirunderstandingandskills.Forlessproficientstudents,Iwouldofferadditionalsupportthroughscaffoldedinstruction,whichmightincludevisualaids,bilingualdictionaries,simplifiedtexts,andone-on-onetutoringifpossible.Smallgroupworkcanalsobebeneficial,asitallowsmetofocusonspecificareaswherethesestudentsneedhelpwithoutholdingbacktherestoftheclass.Moreover,Iwouldstrivetocreateaninclusiveenvironmentwhereallstudentsfeelvaluedandcapable.Bysettingclear,achievablegoalsforeachstudentandprovidingregularfeedback,Icanmotivatealllearnerstoimproveandparticipateactivelyinclass.Peercollaborationisanotherkeyelement,asitnotonlyhelpsstudentslearnfromeachotherbutalsofostersasenseofcommunityandmutualrespect.Explanation:

Thisresponseaddressesthechallengeofteachingadiverseclassroombyoutliningpracticalstrategiesthatcatertodifferentlevelsofability.Itemphasizestheimportanceofdifferentiation,whichiscrucialinensuringthatallstudentsarechallengedappropriatelyandsupportedsufficiently.Theansweralsohighlightsthevalueofcreatinganinclusiveandsupportivelearningenvironment,whichisessentialforbuildingconfidenceandpromotingengagementamongstudentswithvaryingabilities.Byimplementingthesestrategies,teacherscaneffectivelymanageamixed-abilityclassroomandpromotetheacademicsuccessofallstudents.第八題Question:

Ifyouwereteachingalessononthethemeof“environmentalprotection,”howwouldyouintegratebothlanguageskillsandculturalawarenessintothelessontoengagestudentsfromdiversebackgrounds?Answer:

Tointegratebothlanguageskillsandculturalawarenessintoalessonon“environmentalprotection,”Iwouldtakethefollowingsteps:1.CulturalAwarenessthroughReal-worldContexts:Beginthelessonbyintroducingaglobalenvironmentalissuethatstudentscanrelateto.Forinstance,discusstheimpactofplasticpollutiononoceans.Useimages,videos,andreal-lifestoriesfromdifferentculturestoshowtheuniversalnatureofenvironmentalconcerns.2.LanguageSkillsPractice:Incorporateavarietyoflanguageskillsactivitiestocatertodifferentlearningstyles.Here’sabreakdown:Listening:Playashortaudioclipaboutanenvironmentalcampaignfromadifferentcountry.Studentswillneedtolistenandanswercomprehensionquestions.Speaking:Organizeagroupdiscussionwherestudentspresenttheirideasonhowtotackleaspecificenvironmentalissueintheircommunity.Encouragethemtousethevocabularyandphraseslearnedinthelesson.Reading:Providestudentswithapassageaboutenvironmentalconservation.Theywillreadandcompletecomprehensionexercises,focusingonmainideasanddetails.Writing:Assignacreativewritingtaskwherestudentswriteapersuasivelettertotheirlocalgovernmentofficial,advocatingforaspecificenvironmentalcause.Thiswillhelpthempracticeformalwritingskills.3.InteractiveandCollaborativeActivities:Engagestudentsinactivitiesthatrequirecollaborationandproblem-solving,suchasrole-playsordebate.Forexample,onegroupcouldrepresentanon-profitorganizationworkingonenvironmentalprotection,whileanothergroupcouldplaytheroleoflocalbusinessesorcommunitymembers.Thiswillnotonlyenhancelanguageskillsbutalsofosterculturalunderstanding.4.ReflectiveTasks:Attheendofthelesson,askstudentstoreflectonwhattheyhavelearnedandhowitrelatestotheirownculturalbackground.Thiswillencouragethemtoconnectthelessoncontenttotheirpersonalexperiencesandvalues.Explanation:

Byintegratingculturalawarenessintothelessononenvironmentalprotection,studentsfromdiversebackgroundswillfeelmoreconnectedandengaged.Theactivitiesdesignedtoenhancelanguageskillswillhelpthempracticeandimprovetheirproficiency.Thecombinationoftheseelementswillcreateacomprehensiveandmemorablelearningexperience.

NinthQuestionQuestion

DescribeyourapproachtoteachingEnglishtostudentswhohavelittleexperiencewiththelanguage.Howdoyouadaptyourteachingstrategiestomeettheirneeds?Answer

WhenteachingEnglishtostudentswithlittleexperience,myapproachistofocusonbuildingastrongfoundationofbasiclanguageskillswhilemakinglearningenjoyableandengaging.HerearesomestrategiesIuse:1.CreatingaComfortableEnvironment:Istrivetocreateasafeandinclusiveclassroomatmospherewherestudentsfeelcomfortablespeakingandmakingmistakes.Thishelpstoreduceanxietyandbuildconfidence.2.UsingVisualAidsandMultimedia:Visualaidssuchaspictures,videos,andinteractivegamescanhelpstudentsgraspnewvocabularyandgrammaticalstructuresmoreeasily.Thisalsoaidsinmultilingualclassroomswherevisualcuescanbridgelanguagegaps.3.DifferentiatedInstruction:Iadaptmyteachingmethodstoaccommodatedifferentlearningstyles.Forexample,Iincorporatemorelisteningandspeakingactivitiesforstudentswhoareauditorylearners,andmorereadingandwritingactivitiesforvisuallearners.4.Real-WorldConnections:Iusereal-lifesituationsandtopicsthatstudentsarefamiliarwithtomakethelearningrelevantandinteresting.Thishelpstomotivatestudentsandshowthemthepracticalapplicationsofwhattheyarelearning.5.RegularAssessmentandFeedback:Iimplementfrequentformativeassessmentstomonitorstudents’progressandprovidetimelyfeedback.Thishelpstoaddressanyemergingissuesearlyandfacilitatespersonalizedsupport.6.EncouragingCollaboration:GroupactivitiesandpairworkhelpstudentstopracticeEnglishwithpeers,enhancingtheirspeakingskillsandteamworkabilities.Thiscollaborativeapproachalsoencouragespeerlearningandmutualsupport.7.TechnologyIntegration:Iintegrateeducationaltechnologytoolsandappsthatcatertodifferentlevelsoflanguageproficiency,suchaslanguagelearningappsandinteractivewhiteboards.Explanation

Thequestionassessesthecandidate’sabilitytodevelopeffectiveteachingstrategiesthatcatertostudentswithvaryinglevelsoflanguageproficiency.Theanswerdemonstratesacomprehensiveapproachthatfocusesoncreatinganinclusiveenvironment,utilizingdiverseteachingmethods,andintegratingtechnologytoenhancelearningoutcomes.Thisresponsealsohighlightstheimportanceofcontinuousassessmentandfeedbacktoensurethatallstudentsaremakingprogress.第十題題目：Astudentinyourclassoftenfailstohandinhishomeworkontime.Ashisteacher,howwouldyouaddressthisproblem?答案：1.Conductaprivatemeetingwiththestudenttodiscusstheissuewithoutcausingembarrassment.2.Identifythereasonsforthestudent’sfailuretosubmithomeworkontime,suchaspersonalproblems,lackofunderstandingofthesubject,ordisorganization.3.Offerassistanceandencouragethestudenttosharehischallenges,ifany.4.Explaintheimportanceofcompletingandsubmittingassignmentsontime,emphasizingitsimpactonlearningandacademicperformance.5.Providethestudentwithaplantoaddresstheissue,suchasallocatingspecifictimeslotsforcompletinghomework,settingreminders,orseekinghelpfromclassmates.6.Followupwiththestudenttoensureprogressisbeingmadeandprovideadditionalsupportifneeded.7.Involveparents/guardiansintheprocess,ifnecessary,tocollaborateinaddressingtheissue.解析：1.與學(xué)生進(jìn)行私密會面是為了保護(hù)學(xué)生的自尊，讓學(xué)生不會感到尷尬。2.通過分析學(xué)生未能按時提交作業(yè)的原因，教師可以更有針對性地解決問題。3.如果學(xué)生有困難，給予他支持和鼓勵，可以增強(qiáng)他的自信心和解決問題的動力。4.強(qiáng)調(diào)按時完成作業(yè)的重要性，可以讓學(xué)生認(rèn)識到按時提交作業(yè)對于學(xué)習(xí)和學(xué)術(shù)表現(xiàn)的重要性。5.為學(xué)生制定一個解決問題的計劃，幫助他養(yǎng)成良好的學(xué)習(xí)習(xí)慣。6.跟進(jìn)學(xué)生的學(xué)習(xí)進(jìn)度，確保學(xué)生按照計劃執(zhí)行，并提供必要的幫助。7.在必要時與家長/監(jiān)護(hù)人合作，共同解決學(xué)生在學(xué)業(yè)上的問題。通過以上措施，教師可以幫助學(xué)生改進(jìn)作業(yè)提交習(xí)慣，提高學(xué)習(xí)成績。二、教案設(shè)計題（3題）第一題Title:ALessonPlanforTeachingPresentContinuousTenseObjective:Bytheendofthislesson,studentswillbeabletounderstandandusethepresentcontinuoustensecorrectlyinsentences.MaterialsNeeded:WhiteboardandmarkersHandoutswithexercises(fill-in-the-blanks,matching,sentencetransformation)AudioclipsorvideosshowingactionsinprogressFlashcardswithactionverbsandimagesIntroduction(10minutes):Greettheclassandbrieflyreviewthesimplepresenttense.Introducetheconceptofthepresentcontinuoustensebyexplainingthatitisusedtotalkaboutactionshappeningnow,atthemomentofspeaking.Provideexamplessuchas“Iamreadingabook,”“Sheiscookingdinner,”and“Theyareplayingsoccer.”Presentation(15minutes):Writethestructureofthepresentcontinuoustenseontheboard:subject+am/is/are+verb+ing.Explainhowtoformpositiveandnegativesentencesandquestionsusingthepresentcontinuoustense.Showflashcardswithactionverbsandaskstudentstoformsentencesusingthepresentcontinuoustense.Practice(15minutes):Distributehandoutswithfill-in-the-blankexerciseswherestudentsmustwritethecorrectformoftheverbinthepresentcontinuoustense.Conductamatchingactivitywherestudentsmatchsubjectswithappropriatepresentcontinuoustenseverbs.Playanaudiocliporshowashortvideoandhavestudentsdescribewhatthepeopleintheaudioorvideoaredoing.Production(10minutes):Dividetheclassintopairsandgiveeachpairasituationcard(e.g.,“Youareatapark,”“Youareinarestaurant”).Askthepairstocreateashortdialogueusingthepresentcontinuoustensebasedontheirsituation.Havevolunteersperformtheirdialoguesinfrontoftheclass.Conclusion(5minutes):Reviewthekeypointsofthelesson.Encouragestudentstopracticeusingthepresentcontinuoustenseineverydayconversations.Homework:Assignstudentstowriteashortparagraphdescribingwhattheyandtheirfamilymembersaredoingatdifferenttimesoftheday.AnswerandAnalysis:Theprovidedlessonplanisdesignedtointroducethepresentcontinuoustensetojuniorhighschoolstudentsinanengagingandinteractiveway.Thelessonbeginswithabriefreviewofthesimplepresenttens