教師資格考試初級中學英語學科知識與教學能力試題與參考答案(2024年)

2024年教師資格考試初級中學英語學科知識與教學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、Aprimaryschoolteacherisplanningaunitonenvironmentalprotectionforherfifth-gradestudents.Whichofthefollowingactivitiesisleastappropriateforalessonon“Reduce,Reuse,andRecycle”?

A)Creatingpostersshowcasingdifferentwaystorecyclehouseholditems.

B)Organizingaschool-widerecyclingdrivetocollectoldbottlesandcans.

C)Discussingtheenvironmentalimpactofwasteinclassgroupdiscussions.

D)Teachingstudentshowtodrawandnamedifferenttypesofpollutants.答案：D解析：選項A、B和C都直接關聯到了環(huán)保的主題，分別是通過制作海報、組織回收活動和課堂討論來教育學生。而選項D則是教學生如何繪畫和命名污染物，這并不是直接涉及到“減少、再利用、循環(huán)”這一環(huán)保理念的教學活動，因此D是最不合適的選擇。2、InamiddleschoolEnglishclass,theteacherwantstoassessstudents’understandingofpasttenseverbs.Whichofthefollowingassessmentmethodswouldbethemosteffective?

A)Havingstudentswriteashortessayusingonlypresenttenseverbs.

B)Givingamultiple-choicequizaboutpasttenseverbformsandusage.

C)Conductingagroupactivitywherestudentsactoutpasteventstodemonstratetheirunderstandingofpasttense.

D)Askingstudentstocreateatimelineofhistoricaleventstheyhavestudied,labelingthe-tensesappropriately.答案：C解析：選項A和B都是評估學生對于時態(tài)的知識，但A要求學生只使用現在時，完全背離了測試的目的。選項C通過讓學生通過扮演過去事件來展示對過去時態(tài)的理解，能夠更直觀地反映學生的實際應用能力。雖然選項D也是一個不錯的評估方式，但C更能直接展示學生在真實語境中對過去時態(tài)的運用能力，因此C是更有效的評估方法。3、Inthefollowingsentence,theword“challenge”isusedasa(n)_______.A.nounB.verbC.adjectiveD.adverbAnswer:A.nounExplanation:Theword“challenge”inthiscontextisusedasanoun,referringtoatestortaskthatrequiresstrength,resolve,oreffort.4、Whichofthefollowingsentencestructuresisusedforindirectquestions?A.“Sheaskedifitwasgoingtoraintomorrow.”B.“Sheaskedifitwasrainingtomorrow.”C.“Sheaskedifitwasgoingtorain.”D.“Sheaskedifitwasraining.”Answer:A.“Sheaskedifitwasgoingtoraintomorrow.”Explanation:Thestructure“askedif+pastsubjunctive”isusedforformingindirectquestions.Inthiscase,thepastsubjunctiveformis“wasgoingtorain,”indicatingthatthequestionwasaboutafuturepossibility.5、Whichofthefollowingisanappropriatemethodtoteachadjectivesofcomparisontomiddleschoolstudents?A、Directlectureongrammaticalrules.B、Drillexerciseswithnocontext.C、Useofreal-lifeexamplesandactivities.D、Memorygameswithoutlanguagecontext.Answer:C,Useofreal-lifeexamplesandactivities.解析:使用真實生活中的例子和活動來教授形容詞的比較更為合適。直接講解語法規(guī)則或枯燥的練習可能無法激發(fā)學生的學習興趣，而記憶游戲雖然有趣，但如果缺乏語言背景，可能不利于學生理解和掌握形容詞的比較用法。因此，利用實際生活中的例子可以幫助學生更好地理解并應用這些知識點。6、Inwhichofthefollowingactivitiesisateachermostlikelytoassessstudents’listeningcomprehensionskills?A、Adiscussiononatopicrelatedtothetexttheyhaveread.B、Awritingtaskbasedonapassagetheyhavejustread.C、Arole-playactivitywherestudentsactoutascenariousingthelanguage.D、AnactivitywherestudentslistentoapassageinEnglishandanswerquestionsbasedonit.Answer:D,AnactivitywherestudentslistentoapassageinEnglishandanswerquestionsbasedonit.解析:評估學生的聽力理解能力的最佳活動是讓學生聽一段英文錄音并回答問題。通過這種方式，教師可以直接了解學生是否能夠理解聽力材料中的內容。討論、寫作和角色扮演等活動雖然也能考察語言能力，但這些活動更側重于口語表達和書面表達能力。7、Theteacherisexplainingaliterarytermtohisstudents.Whichofthefollowingisthemostappropriatewayfortheteachertointroducetheterm“metaphor”inaprimarymiddleschoolEnglishclass?Tocreateastoryandillustratethemetaphorthroughexamplesfromthestory.Todefinethetermdirectlywithoutanyexamples.Touseavisualaidshowingdifferentmetaphorsinvariouscontexts.Toaskthestudentstodefinethetermthemselves.Answer:A)Explanation:Introducinganewtermlike“metaphor”inawaythatconnectsittoareal-lifecontextthroughastory(optionA)helpsstudentsunderstandandrememberthetermmoreeffectively.Itallowsforimmediateapplicationandconnectiontobothlanguageandcontentcomprehension.OptionsB,C,andDdonotprovidethesameopportunityforengagementandunderstanding.8、Inthecontextofusingtechnologyintheclassroom,whichofthefollowingisthebestpracticeforassigninganEnglishprojectthatrequiresresearch?Providealistofrecommendedwebsitesbutallowstudentstochoosewhichtouse.Givedetailedguidelinesonwhichsourcestouse,leavingnoroomforstudentchoice.Createaspecificlistofwebsitesforthestudentstousefortheirresearch.Allowstudentstochooseanysource,regardlessofitsproprietyorreliability.Answer:A)Explanation:OptionAencouragesstudentautonomyanddecision-makingwhilestillguidingthemtowardsappropriatesources.Italso培養(yǎng)了students’criticalthinkingskillsbyrequiringthemtoevaluateandselectreliablesources.OptionsBandDlimitstudentchoiceandlearningopportunities.OptionCassumesthatthepre-selectedsourcesaretheonlyappropriateones,whichmaynotbethecase.9、Aprimaryschoolteacherisplanningalessononthetheme“MyHometown”.Whichofthefollowingactivitiesismostsuitableforstudentstopracticespeakingandlisteningskillsinthiscontext?Readingalongnarrativepassageaboutdifferenthometowns.Watchingavideoaboutvariouscitiesaroundtheworld.Engaginginarole-playactivitywherestudentsactoutvisitingdifferentpartsoftheirownhometown.Completingamultiple-choicequizaboutfamouslandmarksinvarioushometowns.Answer:CExplanation:Role-playactivitiesareparticularlyeffectiveforpracticingspeakingandlisteningskillsastheyallowstudentstoengageinreal-lifeconversations.Inthiscontext,studentsactingoutvisitingdifferentpartsoftheirownhometownwillencouragethemtouseEnglishinapracticalandinteractivemanner.10、IntheteachingofEnglishgrammar,theteacherwantstointroducethepresentperfecttense.Whichofthefollowingsentencestructuresismostappropriateforthefirstexampletohelpstudentsunderstandtheconcept?Hehasbeentothemuseum.Hewenttothemuseumyesterday.Hewillgotothemuseumnextweek.Heisgoingtothemuseumtomorrow.Answer:AExplanation:Thepresentperfecttenseisusedtodescribeactionsthatstartedinthepastandcontinuetothepresentorhaveapresentresult.Thesentence“Hehasbeentothemuseum”isaclearexampleofthepresentperfect,asitindicatesapastaction(goingtothemuseum)thathasapresentconnection(theexperienceisstillrelevant).Thisstructurehelpsstudentsunderstandthetimeframeofthepresentperfecttense.11、WhichofthefollowingisNOTacharacteristicofagoodinstructionalactivityinEnglishasaforeignlanguage(EFL)?A.ItprovidesopportunitiesforstudentstouseEnglishinreal-lifesituations.B.Itinvolvesrepetitivememorizationofvocabulary.C.Itencouragescriticalthinkingandproblem-solving.D.Itcaterstodiverselearningstyles.Answer:B解析:AgoodinstructionalactivityinEFLshouldfocusonpracticalEnglishuse,criticalthinking,andsupportfordifferentlearningstyles.However,repetitivememorizationalonedoesnotinherentlyimprovelanguageproficiencyorcriticalthinkingskills,makingitaninappropriateapproachforagoodinstructionalactivity.12、WhichstageinthePPP(Presentation,Practice,Production)methodwouldinvolvestudentsincomprehendingthenewlanguagestructureorvocabulary?A.PracticeB.ProductionC.PresentationD.Pre-activityAnswer:C解析:InthePPPmethod,thePresentationstageiswherethenewlanguagestructureorvocabularyisintroducedandexplainedtothestudents.ThePracticestageinvolvescontrolledpracticetoconsolidatethelearning,whiletheProductionstageallowsstudentstousethenewlanguageinmoreopen-endedways.ThePre-activitystageistypicallyusedtoactivatepriorknowledgeandsetthecontextforthelesson.13、Inthefollowingsentence,thewordinitalicsisusedasa(n):___“Thestudents?(*)wereenthusiasticaboutthefieldtrip.”verbgerundinfinitiveadverbAnswer:B)gerund

Explanation:Theword“about”suggeststhat“thefieldtrip”isthesubjectofthephrase,makingitagerund(“-ing”formusedasanoun).14、WhichofthefollowingsentencestructuresismostappropriateforaskingadirectquestioninEnglish?___“Ineedtoknowwhowasatthemeetingyesterday.”Subject-Verb-ObjectSubject-Object-VerbVerb-Subject-ObjectObject-Subject-VerbAnswer:C)Verb-Subject-Object

Explanation:InEnglish,theverbtypicallyprecedesthesubjectwhenaskingadirectquestion,whichiswhy“Verb-Subject-Object”isthecorrectstructureinthiscase.15.Thefollowingsentenceisanexampleofwhichgrammaticalstructure?A.“Thecatissleepingonthemat.”B.“Sleepingonthemat,thecatlookspeaceful.”C.“Ifitrains,wewillcancelthepicnic.”D.“Becauseit’sraining,westayedindoors.”Answer:B.“Sleepingonthemat,thecatlookspeaceful.”Explanation:ThecorrectanswerisBbecauseitdemonstratestheuseofaparticipialphrase(“sleepingonthemat”)asanon-restrictivemodifier,whichprovidesadditionalinformationaboutthesubjectbutisnotessentialtothemainclause.16.Whichofthefollowingsentencesiscorrectlypunctuated?A.“Ilovetoread,especiallyinthelibrary.”B.“Ilovetoread,especially,inthelibrary.”C.“Ilovetoread,especially;inthelibrary.”D.“Ilovetoread;especially,inthelibrary.”Answer:A.“Ilovetoread,especiallyinthelibrary.”Explanation:ThecorrectanswerisAbecausethecommaisusedappropriatelytoseparatetheintroductoryphrase“Ilovetoread”fromthemainclause.TheadditionalcommasinoptionsB,C,andDareunnecessaryanddisrupttheflowofthesentence.17、TheprimarypurposeofusingaWholeLanguageapproachinteachingEnglishisto:

A)Focusexclusivelyongrammarandvocabulary

B)Encourageholisticlearningbyintegratingspokenandwrittenlanguage

C)Emphasizetheuseoftextbooksandworkbooks

D)ProvidestrictrulesforlanguagethatstudentsmustfollowAnswer:B解析:整體語言方法（WholeLanguageapproach）強調通過整合口頭和書面語言來促進整體學習，而不僅僅是側重于語法和詞匯或僅僅使用教科書和練習冊。整體語言方法認為語言是具有整體意義的部分，因此在教學中鼓勵學生通過閱讀、寫作、說話和聽來學習語言。18、Inassessingstudentsontheirabilitytousereportedspeech,whichofthefollowingisNOTarecommendedmethod?

A)Providingamodelsentenceandaskingstudentstoconvertittoreportedspeech

B)Givingstudentsapassagewithdirectspeechusedandaskingthemtorewriteitwithreportedspeech

C)Organizingadebatewherestudentstaketurnstopresentargumentsinreportedspeech

D)HavingstudentsmatchdirectspeechtoreportedspeechwithoutprovidingcontextAnswer:D解析:在評估學生使用引述語態(tài)的能力時，推薦的方法包括提供模型句子讓學生轉換為引述語態(tài)、讓學生將包含直接言辭的段落改寫為引述語態(tài)，以及組織辯論讓學生用引述語態(tài)提出論點。不推薦的方法是讓學生在沒有提供上下文的情況下匹配直接言辭與引述言辭，因為這可能會誤導學生而偏離正確的用法。19、TheteacherencouragesstudentstouseEnglishtocommunicateinclass.Whichofthefollowingteachingmethodsisthisanexampleof?A.TraditionallectureB.CommunicativeapproachC.AcademicwritingfocusedD.TranslationactivityAnswer:B.CommunicativeapproachExplanation:Thecommunicativeapproachemphasizesinteractivetasksthatallowstudentstopracticeandimprovetheirspeakingandlisteningskillsinthetargetlanguage,inthiscase,English.EncouragingstudentstocommunicateinEnglishfitswellwithinthismethodoflanguageteaching.20、InaEnglishclass,theteacherwantstoreviewthevocabularywithstudents.Whichactivitywouldbemostappropriatetoreinforcethevocabularyinafunandengagingway?A.Completionofmultiple-choicequestionsB.GroupmatchingactivitywithflashcardsC.ListeningtoaTEDTalkandsummarizingkeypointsD.ReadingalongpassageandansweringcomprehensionquestionsAnswer:B.GroupmatchingactivitywithflashcardsExplanation:Usingflashcardsinagroupmatchingactivitycanbemoredynamicandactivethanpassivecomprehensionorsingle-studentresponsemethods.Thisapproachencouragesstudentstoengagewiththelanguageinatangibleway,reinforcingthevocabularyandallowingforimmediaterecycleandreviewasstudentshelpeachotheridentifycorrectmatches.21、Theteacherisencouragingthestudentstoengageinadiscussionaboutarecentsciencefair.Whichofthefollowingstatementsbestdescribestheroleoftheteacherinthisactivity?Theteacheractsasapassiveobserver.Theteacherprovidesalltheanswersanddirectsthediscussion.Theteacherfacilitatesthediscussionandguidesthestudentstowardsfindingtheirownanswers.Theteacherstrictlyfollowsapredeterminedscriptforthediscussion.Answer:CExplanation:Inthisscenario,theteacherisfacilitatingthelearningprocessbyencouragingstudentengagementandguidingthemtowardsdiscovery.Thisalignswiththeconstructivistapproachtoteaching,wheretheteacheractsasafacilitatorratherthanasourceofinformation.22、WhichofthefollowingtechniquesismosteffectiveforteachingacomplexgrammaticalconcepttoEnglishlanguagelearnersinamiddleschoolsetting?Usingonlyvisualaidsandminimalexplanation.Providingastep-by-stepwrittenexplanationwithexamples.Conductingaseriesofinteractiverole-playsthatreinforcetheconcept.Askingstudentstomemorizeandrecitetheruleswithoutcontext.Answer:CExplanation:Interactiverole-playsarehighlyeffectiveinteachingcomplexgrammaticalconceptstoEnglishlanguagelearnersbecausetheyprovideacontextforthelanguage,allowingstudentstopracticeandinternalizetherulesthroughmeaningfulandengagingactivities.Thismethodpromotesactivelearningandbetterretentionofthematerialcomparedtopassivelearningtechniqueslikememorization.23、Inwhichsentenceistheuseofthevocabularyitem“opulent”mostappropriate?A.Thefurnitureinthehousewasveryoldandwornout.B.Theking’spalacewasadornedwithopulentdecorationsandfurnishings.C.Theroomwasquiteplainandsimple,withnodecorations.D.Thecaféservedbasicmeals,butthepriceswerequitereasonable.Answer:B解析:“Opulent”意為“豪華的，奢侈的”。選項B中的“king’spalaceadornedwithopulentdecorationsandfurnishings”使用了這個詞，最恰當。牌位里裝飾著豪華的裝飾和家具，表達了非常奢華的狀態(tài)。選項A和C描述的是平庸或樸素的狀態(tài)，不符合意義。選項D提到的是價格較差，與豪華無關。24、Whichofthefollowingsentencescorrectlyusestheconditionalmood?A.Ifyouhadstudiedharder,youwouldhavepassedthetest.B.IfIstudyhard,Ipassedthetest.C.Youstudyhard,andyouwillpassthetest.D.IwillstudyhardsothatIwillpassthetest.Answer:A解析:選項A正確使用了條件句的虛擬語氣。“如果你以前學習更努力的話，你就會通過考試了?！狈蠗l件句的用法：過去的過去（虛擬條件句：含was/were或助動詞+過去分詞），現在與現在或將來情況相反。而選項B使用了一般現在時，表達的是現實的可能性，不符合條件句用來表示假設和可能的結果的要求。選項C和D沒有正確的使用虛擬語氣，直接表示結果或意圖。25.InamiddleschoolEnglishclass,theteacherwantstoprovidestudentswithanactivitythatpromotesvocabularylearningandreview.Whichofthefollowingactivitiesismostappropriateforthispurpose?A.Role-playingahistoricalsceneB.ListeningtoastoryreadaloudbytheteacherC.ConductingagroupdebateD.Playingavocabularymatch-upgameAnswer:D

Explanation:Playingavocabularymatch-upgame(alsoknownasamemorygameormatchinggame)isanexcellentwaytoreinforcevocabularyknowledgebyhavingstudentsrecallwordsandmatchthemwiththeirdefinitionsorimages,whichpromotesreviewandretentionofvocabulary.26.WhichofthefollowingstatementsbestdescribesaBloom’sTaxonomylevelthatissuitablefordevelopingstudents’criticalthinkingskillsinanEnglishlesson?A.RememberingB.UnderstandingC.ApplyingD.AnalyzingAnswer:D

Explanation:Bloom’sTaxonomycategorizescognitiveprocessesintosixlevels,withhigherlevelspromotingdeeperunderstandingandmorecomplexthinking.Thelevelof“Analyzing”involvesexaminingcomponentsofatopicorphenomenontodeterminehowitspartsrelatetoeachotheroranexternalstandard,therebyfosteringcriticalthinkingskills.27、Theteacher’sroleinamiddleschoolEnglishclassroomisbestdescribedas:AmanagerofstudentbehaviorAnentertainertokeepstudentsengagedAfacilitatoroflearningandaguideforstudentsAsubjectmatterexpertonlyAnswer:CExplanation:TheroleofateacherinamiddleschoolEnglishclassroomisbestdescribedasafacilitatoroflearningandaguideforstudents.Thisroleemphasizestheteacher’sresponsibilitytocreateaconducivelearningenvironment,encouragecriticalthinking,andhelpstudentsdeveloptheirskillsinEnglish.28、Inalessonon“HealthyHabits”,whichofthefollowingisthemosteffectiveteachingstrategyforcheckingstudentunderstanding?ApopquizonthetopicGroupdiscussionsfollowedbyaclasssummaryIndividualessaystobesubmittedattheendoftheweekAone-minutespeechcompetitiononthetopicAnswer:BExplanation:Groupdiscussionsfollowedbyaclasssummaryarethemosteffectiveteachingstrategyforcheckingstudentunderstandinginalessonon“HealthyHabits”.Thismethodallowsstudentstoengageincollaborativelearning,expresstheirthoughts,andbenefitfromthediverseperspectivesoftheirpeers.Thesubsequentclasssummaryensuresthatallstudentshaveacomprehensiveunderstandingofthetopic.29、WhichofthefollowingstatementsbestreflectstheprincipleofscaffoldinginEnglishlanguageteaching?

A)Theteachershouldprovidefullsupportandgraduallyremoveitasstudentsbecomeindependent.

B)Theteachershouldonlyprovideminimalsupportandencouragestudentstofigureeverythingoutontheirown.

C)Theteachershouldfocusongrammarrulesratherthanpracticaluseintheclassroom.

D)Theteachershouldadoptastrict,unchangingapproachtocurriculumwithoutconsideringstudentfeedback.

Answer:A

Explanation:ScaffoldinginEnglishlanguageteachinginvolvesprovidingtemporarysupporttohelpstudentslearnnewconceptsorskills,andthengraduallyreducingthatsupportasstudentsbecomemorecompetent.OptionAaccuratelydescribesthisprocess.30、Inwhichofthefollowingscenariosiscooperativelearningmostlikelytobeeffective?

A)Whenstudentsarepreparingforahigh-stakesstandardizedtest.

B)Whenstudentsareworkingonaprojectthatrequiresdiverseskillsandperspectivestocomplete.

C)Whenstudentsaretakingavocabularytestindividually.

D)Whenstudentsarecopyingnotesfromtheboardfordiscussionlater.

Answer:B

Explanation:Cooperativelearningismosteffectivewhenstudentsworkingroupswithdiverseskillsandperspectivestocompleteatask,suchasaproject.Thisapproachfosterscommunication,collaboration,andmutualsupport,whicharekeybenefitsofcooperativelearning.二、簡答題（20分）Question:

PleasedescribetheroleofvocabularyinlanguagelearningandhowitimpactsteachingandlearninginthecontextofEnglishasaForeignLanguage(EFL)atthejuniorhighlevel.Answer:

Theroleofvocabularyinlanguagelearningissignificant,asitformsthebasicbuildingblocksofcommunication.Atthejuniorhighlevel,wherestudentsareintroducedtomorecomplexEnglishlanguagestructuresandconcepts,vocabularyplaysacrucialroleinthefollowingaspects:1.Comprehension:Astrongvocabularyallowsstudentstounderstandandinterpretnewtexts,whichisessentialforcomprehensionacrossdifferentgenresandtexttypesinEFL.2.Expression:Arichvocabularyempowersstudentstoexpresstheirthoughtsandideasmoreeffectively,improvingtheirwrittenandspokenlanguage.3.Creativity:Vocabularyenhancementencouragesstudentstothinkcreativelyandcontributediverseperspectivestodiscussionsandtasks.4.Memory:Asstudentsexpandtheirvocabulary,theyalsoimprovetheirmemory,whichisimportantforretainingnewknowledgeandconcepts.5.ReadingandWriting:Strongvocabularysupportsreadingandwritingabilities,helpingstudentstocomprehendcomplextextsandproducewell-structuredargumentsornarratives.InthecontextofEFLteachingandlearning,vocabularyimpactsbothteachersandstudentsasfollows:ForTeachers:Empowermentofinstruction:Teachersneedtohaveawiderangeofvocabularytofacilitateteachingstrategiesthatcatertodifferentlearningstylesandabilities.Creatingasupportivelearningenvironment:Incorporatingmeaningfulandrelevantvocabularyintolessonshelpscreateanengagingandsupportivelearningenvironment.Assessmentandgrading:Teachersmustdevisewaystoassessandgradestudents’vocabularyknowledgeeffectively.ForStudents:Buildingconfidence:Astrongvocabularyallowsstudentstofeelmoreconfidentintheirlanguageabilities,leadingtoincreasedmotivation.Autonomouslearning:Withanenrichedvocabulary,studentscanreadandengagewithadditionaltextsindependently,promotinglifelonglanguagelearning.Socialskills:Studentswithawidervocabularycanengageinmorecomplexconversations,improvingtheirsocialskillsinbothacademicanddailylife.Inconclusion,vocabularyisvitalinlanguagelearning,especiallyatthejuniorhighlevelinEFLeducation.Bydevelopingastrongvocabulary,bothteachersandstudentscanachievebetterlearningoutcomesintermsoflanguageskills,comprehension,andsocialinteraction.Analysis:

ThisresponseoutlinestheessentialroleofvocabularyinlanguagelearninganditsimpactonbothteachersandstudentswithintheEFLcontext.Thepointsoncomprehension,expression,creativity,memory,andreading/writingabilitiesarecentraltounderstandingvocabulary’simpact.Additionally,theanalysisalsohighlightstheimportanceofvocabularyforbothteachers’instructionandstudents’learningexperiences.三、教學情境分析題（30分）Question:

AsanEnglishteacherinajuniorhighschool,youarepreparingtoteachalessonon“MyHometown”.Theclassconsistsof15students,withdiverseEnglishproficiencylevels.Youhave45minutestocompletethelesson.Theschoolhasprovidedyouwithatextabout“MyHometown”,whichincludesamap,somepictures,andalistofkeyvocabularywords.Youalsohaveaccesstoaninteractivewhiteboardandacomputerwithinternetaccess.Pleaseanalyzetheteachingsituationandprovideadetailedplanfordeliveringthelesson.Answer:

TeachingSituationAnalysis:1.DiverseEnglishproficiencylevels:TheclassconsistsofstudentswithvaryingEnglishproficiencylevels,whichrequirestheteachertocatertotheneedsofbothadvancedandbeginnerstudents.Thiscanbeachievedbyusingdifferentteachingstrategies,suchassimplifiedlanguageforbeginnersandmorecomplexvocabularyandsentencestructuresforadvancedstudents.2.45-minutelessonduration:Thelimitedtimeavailablenecessitatestheteachertobeefficientindeliveringthelessoncontent.Thiscanbeachievedbystructuringthelessonwithclearobjectivesandtimemanagement.3.Textprovided:Thetextabout“MyHometown”servesasavaluableresourceforthelesson.Theteachercanutilizethemap,pictures,andvocabularylisttoenhancethelearningexperience.4.Interactivewhiteboardandcomputer:Theavailabilityofaninteractivewhiteboardandcomputerwithinternetaccessopensupopportunitiesforusingmultimediaresources,suchasvideosandonlineactivities,toengagethestudents.LessonPlan:1.Introduction(5minutes)Startthelessonbygreetingthestudentsandbrieflyintroducingthetopic“MyHometown”.Usetheinteractivewhiteboardtoshowapictureofatypicalhometownandaskthestudentstosharetheirthoughtsonwhatahometownlookslike.2.Pre-readingactivity(10minutes)Providethestudentswiththetextabout“MyHometown”andaskthemtoreaditsilentlyfor5minutes.Afterreading,dividetheclassintosmallgroupsof3-4studentsandassigneachgroupaspecificsectionofthetexttodiscuss.Eachgroupshouldidentifykeyvocabularywordsandexplaintheirmeaningstotherestoftheclass.3.Guidedreadingandvocabulary(15minutes)Usetheinteractivewhiteboardtodisplaythetextandhighlightkeyvocabularywords.Readthetextaloud,pausingaftereachparagraphtoaskcomprehensionquestions.Encouragestudentstousethevocabularywordsinsentences,focusingonbothbeginnersandadvancedstudents.4.Groupactivity:Mapandpictures(10minutes)Provideeachgroupwithamapofatypicalhometownandpicturesrelatedtothetext.Askthegroupstomatchthepictureswiththecorrespondinglocationsonthemapanddiscussthesimilaritiesanddifferencesbetweentheirownhometownsandtheonedescribedinthetext.5.Conclusionandassessment(5minutes)Summarizethemainpointsofthelessonandencouragestudentstosharewhattheyhavelearnedabouttheirownhometowns.Assignashortwritingtask,askingstudentstodescribetheirownhometownsinaparagraphusingnewvocabularyandsentencestructureslearnedduringthelesson.Explanation:ThislessonplantakesintoaccountthediverseEnglishproficiencylevelsofthestudents,thelimitedtimeavailable,andtheresourcesprovided.Byincorporatingvariousteachingstrategies,suchasgroupwork,interactivewhiteboardactivities,andmultimediaresources,theteachercancreateanengagingandinclusivelearningenvironment.Thelessonalsoencouragesstudentstoconnectthecontentwiththeirownexperiences,promotingadeeperunderstandingofthetopic.四、教學設計題（40分）Question:

TeachingDesignQuestion:

Designalessonplanforteachingtheconceptof“presentperfectcontinuoustense”tojuniorhighschoolstudents.Theclasstimeis45minutes.Pleaseinclude:1.Objectives2.Teachingcontext3.Teachingprocedures(includingwarm-up,presentation,practice,andconsolidationactivities)4.BlackboarddesignAnswer:Objective:

Bytheendofthelesson,studentswillbeableto:Understandandusethepresentperfectcontinuoustensecorrectlyindifferentcontexts.Identifywhentousethepresentperfectcontinuoustense.Constructsentencesusingthepresentperfectcontinuoustenseandrespondappropriately.Practicetheusageofthepresentperfectcontinuoustensethroughvariousactivities.TeachingContext:Grade:JuniorHighSchool,Grade7-9Duration:45minutesClassSize:30studentsTextbook:EnglishfortheNewMillenniumbyCambridgeUniversityPressGradeLevelLanguageProficiency:IntermediateTeachingProcedures:1.Warm-up(5minutes)Activity:QuickQuizContent:Provideafewsentenceswithblanksandaskstudentstofillintheblankswiththecorrecttenses.“She(have/has)beeninSpainfortwoweeks.”“He(have/has)justcookeddinner.”“I(be/havebeen)playingbasketballfo