教師資格考試高級(jí)中學(xué)英語(yǔ)學(xué)科知識(shí)與教學(xué)能力2024年下半年測(cè)試試卷及解答

2024年下半年教師資格考試高級(jí)中學(xué)英語(yǔ)學(xué)科知識(shí)與教學(xué)能力測(cè)試試卷及解答一、單項(xiàng)選擇題（本大題有30小題，每小題2分，共60分）1、WhichofthefollowingisNOTatypicalfeatureofBritishEnglishascomparedtoAmericanEnglish?A.Theuseof“colour”insteadof“color”B.Theuseof“centre”insteadof“center”C.Theuseof“travelled”insteadof“traveled”D.Theuseof“fall”insteadof“autumn”Answer:DExplanation:InBritishEnglish,“autumn”isusedtodenotetheseasonbetweensummerandwinter,whereas“fall”ismorecommonlyusedinAmericanEnglishtorefertothissameseason.TheotheroptionsaretypicalfeaturesofBritishspelling.2、Whattypeofquestionwouldbemosteffectiveinpromotinghigher-orderthinkingskillsduringaclassroomdiscussiononShakespeare’s“Macbeth”?A.“Whoisthemaincharacterin‘Macbeth’?”B.“CanyousummarizeActIIIof‘Macbeth’?”C.“WhydoyouthinkMacbethlistenstothewitches’propheciesinsteadofdismissingthem?”D.“InwhichactdoesMacbethbecomeking?”Answer:CExplanation:OptionCisanopen-endedquestionthatrequiresstudentstoanalyzeandevaluatethemotivationsanddecisionsofthecharacter,thuspromotingcriticalthinking.OptionsA,B,andDarefactualrecallquestionsanddonotrequirethesamelevelofcognitiveengagement.

Letmeknowifyouneedanyfurthercustomizationoradditionalquestions.3、Whichofthefollowingteachingstrategiesismosteffectiveindevelopingstudents’listeningcomprehensionskillsinhighschoolEnglishclass?A.MemorizingvocabularylistsB.EngagingingroupdiscussionsaboutgrammarrulesC.ListeningtoauthenticEnglishmaterialswithguidedquestionsD.ReadingEnglishtextssilentlyandthenansweringcomprehensionquestionsAnswer:C

Explanation:Developinglisteningcomprehensionskillsrequiresexposuretoauthenticlisteningmaterials,suchaspodcasts,videos,oraudiorecordingsofnativespeakers.Listeningtosuchmaterialswithguidedquestionshelpsstudentsactivelyengagewiththecontent,focusonkeydetails,andpracticeunderstandingspokenEnglishincontext.OptionAfocusesonvocabularymemorization,whichisimportantbutnotthemostdirectwaytoimprovelisteningskills.OptionBemphasizesgrammarrules,whicharecrucialbutnottheprimaryfocusforlisteningcomprehension.OptionDinvolvesreadingcomprehension,whichisadifferentskillsetfromlisteningcomprehension.4、IndesigningalessonplanforteachingEnglishliteraturetohighschoolstudents,whichofthefollowingisthemostimportantfactortoconsiderwhenselectingatext?A.Theauthor’spopularityandcriticalacclaimB.ThelevelofdifficultyofthevocabularyandgrammarC.Therelevanceandappealtothestudents’interestsandlivesD.Theavailabilityofpre-madelessonplansandresourcesonlineAnswer:C

Explanation:WhenselectingatextforEnglishliteraturelessonsinhighschool,itiscrucialtoconsidertherelevanceandappealofthetexttothestudents’interestsandlives.Thisensuresthatstudentswillbeengagedandmotivatedtoreadandanalyzethetext,leadingtodeeperunderstandingandappreciationofliterature.OptionA,thoughimportant,shouldnotbetheprimarycriterionaspopularityandcriticalacclaimdonotnecessarilytranslatetostudentengagement.OptionB,whilenecessarytoensureaccessibility,shouldnotbethedecidingfactorastextscanbeadaptedtosuitstudents’languagelevels.OptionD,theavailabilityofresources,isapracticalconsiderationbutshouldnotovershadowtheimportanceofselectingatextthatresonateswithstudents.5、WhichofthefollowingisNOTacharacteristicofcommunicativelanguageteaching(CLT)?A.FocusonfluencyB.EmphasisonaccuracyC.Task-basedlearningactivitiesD.AuthenticmaterialsAnswer:B.EmphasisonaccuracyExplanation:CommunicativeLanguageTeaching(CLT)emphasizesfluencyoveraccuracy.Whileaccuracyisimportant,CLTprioritizestheabilitytocommunicateeffectivelyandnaturallyinreal-lifesituations.Thisapproachoftenutilizestask-basedactivitiesandauthenticmaterialstofosternaturallanguageuse.6、Inthecontextofsecondlanguageacquisition,whatdoestheterm“interlanguage”referto?A.ThelanguageusedbyteacherstoinstructstudentsinaclassroomsettingB.Astablestateoflanguagecompetencethatliesbetweenthelearner’snativelanguageandthetargetlanguageC.ThelanguageusedbypeoplewhohavelearnedmorethantwolanguagesD.ApidginlanguagethatemergeswhenspeakersofdifferentlanguagescomeintocontactAnswer:B.Astablestateoflanguagecompetencethatliesbetweenthelearner’snativelanguageandthetargetlanguageExplanation:Interlanguagereferstothesystemofrulesdevelopedbylearnersastheyacquireasecondlanguage.Itrepresentsatransitionalstageinlanguagelearning,wherethelearner’slinguisticsystemisneitherfullyalignedwiththeirnativelanguagenorthetargetlanguage.Itischaracterizedbyfeaturessuchasfossilization,overgeneralization,andtransferfromthenativelanguage.Letmeknowifyouneedanyfurthercustomizationoradditionalquestions!7、WhichofthefollowingisNOTacommonlyusedmethodforteachingvocabulary?A.UsingsynonymsandantonymsB.TeachingwordsincontextC.FocusingsolelyonrotememorizationD.EncouragingtheuseofdictionariesAnswer:C.FocusingsolelyonrotememorizationExplanation:Whilerotememorizationcanbeusefulforrememberingsomevocabulary,itisgenerallynotconsideredabestpracticeasastandalonemethod.Effectivevocabularyinstructiontypicallyincludesstrategiessuchasusingsynonymsandantonyms,teachingwordsincontext,andencouragingtheuseofdictionariestohelpstudentsunderstandandretainnewwords.8、Whatistheprimarygoalofformativeassessmentinlanguagelearning?A.ToassignfinalgradesattheendofatermB.TorankstudentsaccordingtotheirlanguageproficiencyC.ToprovidefeedbackthathelpsimprovestudentlearningD.ToidentifystudentswhoneedadditionalsupportonlyAnswer:C.ToprovidefeedbackthathelpsimprovestudentlearningExplanation:Themainpurposeofformativeassessmentistoprovideongoingfeedbackthatcanbeusedbyteacherstoimprovetheirteachingandbystudentstoimprovetheirlearning.Itisnotprimarilyconcernedwithassigningfinalgradesorrankingstudents,althoughitmayhelpidentifystudentswhorequireadditionalsupport.

Letmeknowifyouneedanyadjustmentsorfurtherquestionsadded.9、WhichofthefollowingisNOTacomponentofBloom’sTaxonomyofEducationalObjectives?A.RememberingB.UnderstandingC.EvaluatingD.CommunicatingE.CreatingAnswer:D.CommunicatingExplanation:

Bloom’sTaxonomyconsistsofsixlevelsofcognitiveskills:Remembering,Understanding,Applying,Analyzing,Evaluating,andCreating.“Communicating”isnotoneoftheselevelsbutisanimportantskillinlanguageteachingandlearning.10、InacommunicativeapproachtoteachingEnglish,whichactivitywouldbeLEASTappropriatefordevelopingspeakingskills?A.Role-playssimulatingreal-lifesituationsB.RecitingdialoguesfrommemorywithoutcomprehensionactivitiesC.GroupdiscussionsontopicsofinterestD.DebatesoncurrentissuesE.StorytellingsessionswherestudentscreateandsharetheirownstoriesAnswer:B.RecitingdialoguesfrommemorywithoutcomprehensionactivitiesExplanation:

Thecommunicativeapproachemphasizesmeaningfulcommunicationoverrotememorization.Whilerecitingdialoguescanhelpwithpronunciationandfluency,itlackstheelementofspontaneousinteractionandcomprehensionthatiscentraltocommunicativelanguageteaching.Theotheroptionsinvolveactiveengagementanduseoflanguageincontext.11、WhichofthefollowingisNOTacomponentofcommunicativelanguageteaching(CLT)?A.Task-basedlearningactivitiesB.FocusonaccuracyoverfluencyC.AuthenticmaterialsD.Student-centeredapproachAnswer:B.FocusonaccuracyoverfluencyExplanation:CommunicativeLanguageTeaching(CLT)emphasizesfluencyandtheabilitytouselanguageinreal-worldcontexts.Whileaccuracyisimportant,CLTprioritizesfluencyandthedevelopmentofcommunicativecompetence.Thus,focusingsolelyonaccuracyoverfluencyisnotacomponentofCLT.12、Inthecontextofsecondlanguageacquisition,whichtheorypositsthatlearnersacquirelanguagethroughnaturalexposureandinteractionwithoutformalinstruction?A.BehavioristTheoryB.CognitiveTheoryC.SocialConstructivistTheoryD.NaturalOrderHypothesisAnswer:D.NaturalOrderHypothesisExplanation:TheNaturalOrderHypothesis,proposedbyStephenKrashen,suggeststhatlanguageacquisitionoccursnaturallywhenlearnersareexposedtocomprehensibleinputandengageinmeaningfulcommunication.Thisisdistinctfromlearning,whichreferstotheconsciousstudyofgrammarrulesandvocabulary.Theotheroptionsrepresentdifferenttheoriesbutdonotspecificallyfocusonnaturallanguageacquisitionwithoutformalinstruction.13、Whichofthefollowingbestdescribesthefunctionofa“l(fā)ead-in”activityinalessonplan?A.Toassessstudents’understandingofthepreviouslessonB.TointroducenewvocabularyandgrammarstructuresC.ToprovideclosuretothelessonandsummarizekeypointsD.ToengagestudentsandpreparethemfortheupcominglessonAnswer:D.Toengagestudentsandpreparethemfortheupcominglesson.Explanation:Alead-inactivityisdesignedtoarousestudents’interestandconnecttheirpriorknowledgewiththenewmaterialtheywillbelearning.Itsetsthestageforthelessonbygettingstudentsmentallypreparedandengaged.14、InthecontextofteachingEnglishasasecondlanguage,whichactivitywouldbemosteffectivefordevelopingstudents’listeningskills?A.WritingasummaryofatextB.Role-playingaconversationC.ListeningtoashortstoryandansweringcomprehensionquestionsD.CreatingaposteraboutatopicdiscussedinclassAnswer:C.Listeningtoashortstoryandansweringcomprehensionquestions.Explanation:Listeningtoashortstoryandthenansweringquestionsaboutitdirectlytargetslisteningcomprehension.Whilerole-playingcanalsoinvolvelistening,theprimaryfocusthereisonspeakingandusingthelanguageinacommunicativecontext.15、Whichofthefollowingactivitiesismosteffectivefordevelopingstudents’abilitytounderstandimpliedmeaninginatext?A.Listeningtoarecordeddialogueandidentifyingthemainidea.B.Readingapassageandansweringquestionsthatrequireinference.C.Matchingsentenceswiththeircorrespondingpictures.D.TranslatingsentencesfromEnglishintothestudents’nativelanguage.Answer:B.Readingapassageandansweringquestionsthatrequireinference.

Explanation:Understandingimpliedmeaningrequiresstudentstomakeinferencesbasedontheinformationprovidedinatext.Activitiesthataskstudentstoanswerquestionsaboutwhatisnotdirectlystatedbutcanbeinferredfromthecontextarebestsuitedforthispurpose.16、InthecontextofteachingEnglishasasecondlanguage,whichmethodismostappropriateforintroducingnewvocabularytoseniorhighschoolstudents?A.Writingdefinitionsofnewwordsintheirnotebooks.B.Usingnewwordsinsentencesduringaconversationactivity.C.Askingstudentstomemorizethespellingandpronunciationofnewwords.D.Havingstudentslookupthemeaningsofnewwordsinadictionary.Answer:B.Usingnewwordsinsentencesduringaconversationactivity.

Explanation:Seniorhighschoolstudentsbenefitfromusingnewvocabularyincommunicativecontexts,suchasconversationactivities.Thishelpsthemtoseehowwordsareusednaturallyinspeechandtopracticeusingtheminmeaningfulways,thusenhancingretentionandfluency.Thegeneratedquestionsalongwiththeiranswersandexplanationsareasfollows:15、Whichofthefollowingactivitiesismosteffectivefordevelopingstudents’abilitytounderstandimpliedmeaninginatext?A.Listeningtoarecordeddialogueandidentifyingthemainidea.B.Readingapassageandansweringquestionsthatrequireinference.C.Matchingsentenceswiththeircorrespondingpictures.D.TranslatingsentencesfromEnglishintothestudents’nativelanguage.Answer:B.Readingapassageandansweringquestionsthatrequireinference.

Explanation:Understandingimpliedmeaningrequiresstudentstomakeinferencesbasedontheinformationprovidedinatext.Activitiesthataskstudentstoanswerquestionsaboutwhatisnotdirectlystatedbutcanbeinferredfromthecontextarebestsuitedforthispurpose.16、InthecontextofteachingEnglishasasecondlanguage,whichmethodismostappropriateforintroducingnewvocabularytoseniorhighschoolstudents?A.Writingdefinitionsofnewwordsintheirnotebooks.B.Usingnewwordsinsentencesduringaconversationactivity.C.Askingstudentstomemorizethespellingandpronunciationofnewwords.D.Havingstudentslookupthemeaningsofnewwordsinadictionary.Answer:B.Usingnewwordsinsentencesduringaconversationactivity.

Explanation:Seniorhighschoolstudentsbenefitfromusingnewvocabularyincommunicativecontexts,suchasconversationactivities.Thishelpsthemtoseehowwordsareusednaturallyinspeechandtopracticeusingtheminmeaningfulways,thusenhancingretentionandfluency.17、Whichofthefollowingteachingmethodsismostsuitableforcultivatingstudents’criticalthinkingskillsinEnglishlanguagelearning?A.GrammarTranslationMethodB.CommunicativeLanguageTeachingC.Task-BasedLanguageTeachingD.Project-BasedLearningAnswer:DExplanation:Project-BasedLearning(PBL)encouragesstudentstoengageinreal-worldprojectsthatrequirethemtoresearch,analyze,evaluate,andsynthesizeinformation.Thisprocessinherentlyfosterscriticalthinkingskillsasstudentsneedtoquestionassumptions,evaluateevidence,andformarguments.GrammarTranslationMethodandCommunicativeLanguageTeaching,whilevaluableintheirowncontexts,donotemphasizecriticalthinkingtothesameextent.Task-BasedLanguageTeachingfocusesmoreonusinglanguagetocompletecommunicativetasks,thoughitcanalsopromotesomecriticalthinkingthroughdecision-makingwithinthetasks.However,PBLtypicallyprovidesamorestructuredandin-depthopportunityfordevelopingcriticalthinkingskills.18、WhichofthefollowingisNOTacharacteristicofeffectivelanguagelearners,accordingtoresearchonlanguagelearningstrategies?A.Theyarewillingtotakerisksandmakemistakeswhenspeaking.B.Theyavoidusingthetargetlanguageoutsideoftheclassroom.C.Theymonitortheirownlanguageuseandseekfeedback.D.Theyaremotivatedtolearnandusethelanguageforcommunication.Answer:BExplanation:Researchonlanguagelearningstrategiesconsistentlyshowsthateffectivelanguagelearnerspossesscertaincharacteristics.Amongthese,beingwillingtotakerisksandmakemistakesiscrucialforlanguagedevelopment,asitallowslearnerstopracticeandimprove.Effectivelearnersalsomonitortheirownlanguageuseandactivelyseekfeedbacktoidentifyareasforimprovement.Additionally,theyaremotivatedtolearnandusethelanguageforcommunicationpurposes,whichdrivestheirlearningandpractice.Incontrast,avoidingtheuseofthetargetlanguageoutsideoftheclassroomisnotacharacteristicofeffectivelanguagelearners,aslanguageacquisitionrequiresexposureandpracticebeyondtheclassroomsetting.19、WhichofthefollowingteachingstrategiesbestpromotesstudentengagementandcriticalthinkinginaseniorhighschoolEnglishclass?A.DirectinstructionwithminimalstudentparticipationB.Lecture-basedapproachwithoccasionalquizzesC.CooperativelearningtasksthatrequiregroupdiscussionandanalysisD.MemorizationofgrammarrulesandvocabularylistsAnswer:C

Explanation:Cooperativelearningtasksthatencouragegroupdiscussionandanalysispromotestudentengagementandcriticalthinking.Thisapproachallowsstudentstoactivelyparticipateinthelearningprocess,collaboratewithpeers,anddeveloptheirskillsinanalyzingandinterpretinglanguagematerials.Directinstructionwithminimalstudentparticipationandlecture-basedapproacheswithoccasionalquizzestendtobemorepassive,whilememorizationofgrammarrulesandvocabularylistsfocusesonrotelearningratherthancriticalthinking.20、Whatisaneffectivewaytoassessstudents’understandingofliterarydevicesinaseniorhighschoolEnglishclass?A.Amultiple-choicetestfocusingsolelyonvocabularydefinitionsB.Awrittenessayrequiringanalysisofaliterarytext’suseofsymbolismC.AquickoralquizwherestudentsrecitedefinitionsofliterarytermsD.Aprojectthatinvolvescreatingapostersummarizingabook’splotAnswer:B

Explanation:Awrittenessayrequiringanalysisofaliterarytext’suseofsymbolismisaneffectivewaytoassessstudents’understandingofliterarydevices.Thistypeofassessmentencouragesstudentstoengagedeeplywiththetext,analyzeitsuseofsymbolism,anddemonstratetheirunderstandingthroughwrittencommunication.Amultiple-choicetestfocusingsolelyonvocabularydefinitionsoraquickoralquizrecitingdefinitionsofliterarytermswouldnotadequatelyassessstudents’abilitytoapplyandanalyzetheseconceptsinaliterarycontext.Aprojectsummarizingabook’splot,whilevaluable,doesnotdirectlyassessunderstandingofliterarydevices.21、Whichofthefollowingbestdescribesthecommunicativeapproachtolanguageteaching?A.Amethodthatfocusesprimarilyongrammarandvocabularydrills.B.Anapproachthatemphasizesthedevelopmentofcommunicativecompetence.C.Atraditionalapproachthatreliesheavilyonrotememorization.D.Anapproachthatprioritizesreadingandwritingoverspeakingandlistening.Answer:B.Anapproachthatemphasizesthedevelopmentofcommunicativecompetence.Explanation:Thecommunicativeapproachaimstodevelopstudents’abilitytousethelanguageeffectivelyforcommunicationratherthanjustfocusingongrammaticalaccuracy.Itinvolvesarangeofactivitiesthatpromoteinteractionandtheuseofthelanguageinauthenticcontexts.22、Inthecontextofsecondlanguageacquisition,whatdoestheterm“interlanguage”referto?A.Thelanguageusedbyteacherstoinstructstudentsinaforeignlanguageclassroom.B.Theuniquesystemoflanguagethatemergesaslearnersacquireasecondlanguage.C.Thelanguageusedbylearnerswhentheyarebetweentheirnativelanguageandthetargetlanguage.D.Thestandardizedformofalanguagethatistaughtinschools.Answer:B.Theuniquesystemoflanguagethatemergesaslearnersacquireasecondlanguage.Explanation:Interlanguageisatermusedtodescribethelinguisticsystemthatlearnersconstructwhiletheyareintheprocessoflearningasecondlanguage.Itrepresentsanintermediatestatebetweenthenativelanguageandthetargetlanguage,oftencontainingfeaturesfromboth,aswellaserrorsanduniquestructuresthatreflectthelearner’scurrentlevelofcompetence.23、WhichofthefollowingisNOTacharacteristicofcommunicativelanguageteaching(CLT)?A.FocusonfluencyB.EmphasisonaccuracyonlyC.UseofauthenticmaterialsD.EncouragementoflearnerautonomyAnswer:B.EmphasisonaccuracyonlyExplanation:CommunicativeLanguageTeaching(CLT)emphasizesthedevelopmentofcommunicativecompetence,whichinvolvesbothfluencyandaccuracybutdoesnotfocussolelyongrammaticalaccuracy.CLTaimstodevelopstudents’abilitytousethelanguageinreal-lifesituations,makinguseofauthenticmaterialsandpromotinglearnerindependence.24、Inthecontextofsecondlanguageacquisition,whatdoestheterm“interlanguage”referto?A.Thelanguageusedbyteacherswhentheyareinstructingstudentsinasecondlanguage.B.Thelanguageproducedbylearnersthatshowsfeaturesofboththeirfirstlanguageandthetargetlanguage.C.Thelanguageusedbynativespeakerswhencommunicatingwithnon-nativespeakers.D.Thestandardizedformofalanguageusedintextbooksandformaleducationsettings.Answer:B.Thelanguageproducedbylearnersthatshowsfeaturesofboththeirfirstlanguageandthetargetlanguage.Explanation:Interlanguagereferstothelinguisticsystemdevelopedbysecondlanguagelearnersthatexistsbetweentheirfirstlanguageandthetargetlanguage.Itreflectsthelearners’currentstateoflanguageacquisitionandcanincludeerrors,approximations,andovergeneralizations.

Letmeknowifyouneedanyfurthercustomizationoradditionalquestions.25、WhichofthefollowingisNOTacharacteristicofcommunicativelanguageteaching(CLT)?A.FocusonaccuracyB.EmphasisonfluencyC.Task-basedlearningactivitiesD.UseofauthenticmaterialsAnswer:A.FocusonaccuracyExplanation:CommunicativeLanguageTeaching(CLT)emphasizesfluencyoveraccuracy.Itprioritizestheabilitytocommunicateeffectivelyandnaturallyinreal-lifesituations.Whileaccuracyisimportant,CLTplacesmoreemphasisonthecommunicativeuseoflanguagethroughtask-basedactivitiesandtheuseofauthenticmaterials.26、Inthecontextofsecondlanguageacquisition,whichtheorypositsthatlearnersacquirelanguageskillsnaturallybybeingexposedtocomprehensibleinput?A.BehavioristTheoryB.CognitiveTheoryC.SocialInteractionistTheoryD.InputHypothesisAnswer:D.InputHypothesisExplanation:TheInputHypothesis,proposedbyStephenKrashen,suggeststhatsecondlanguageacquisitionoccurswhenlearnersareexposedtoinputthatisslightlyabovetheircurrentlevelofcompetence(i+1),where“i”isthelearner’sinterlanguageand“1”representsthenextleveloflinguisticcompetence.Thistheoryemphasizestheimportanceofcomprehensibleinputforlanguageacquisition.Thequestionshavebeengeneratedwithouttheneedforcodeexecution.Heretheyareforyourreference:SeniorHighSchoolEnglishSubjectKnowledgeandTeachingAbilityTestPartI:Multiple-ChoiceQuestionsInstructions:ChoosethebestanswertoeachquestionfromthefourchoicesmarkedA,B,C,andD.25、WhichofthefollowingisNOTacharacteristicofcommunicativelanguageteaching(CLT)?A.FocusonaccuracyB.EmphasisonfluencyC.Task-basedlearningactivitiesD.UseofauthenticmaterialsAnswer:A.FocusonaccuracyExplanation:CommunicativeLanguageTeaching(CLT)emphasizesfluencyoveraccuracy.Itprioritizestheabilitytocommunicateeffectivelyandnaturallyinreal-lifesituations.Whileaccuracyisimportant,CLTplacesmoreemphasisonthecommunicativeuseoflanguagethroughtask-basedactivitiesandtheuseofauthenticmaterials.26、Inthecontextofsecondlanguageacquisition,whichtheorypositsthatlearnersacquirelanguageskillsnaturallybybeingexposedtocomprehensibleinput?A.BehavioristTheoryB.CognitiveTheoryC.SocialInteractionistTheoryD.InputHypothesisAnswer:D.InputHypothesisExplanation:TheInputHypothesis,proposedbyStephenKrashen,suggeststhatsecondlanguageacquisitionoccurswhenlearnersareexposedtoinputthatisslightlyabovetheircurrentlevelofcompetence(i+1),where“i”isthelearner’sinterlanguageand“1”representsthenextleveloflinguisticcompetence.Thistheoryemphasizestheimportanceofcomprehensibleinputforlanguageacquisition.27、Whichofthefollowingbestdescribesthecommunicativeapproachtoteachingasecondlanguage?A.EmphasizinggrammardrillsandtranslationB.Focusingonfunctionallanguageuseandreal-lifecommunicationC.PrioritizingreadingandwritingoverspeakingandlisteningD.ConcentratingsolelyonvocabularyacquisitionAnswer:B.Focusingonfunctionallanguageuseandreal-lifecommunicationExplanation:Thecommunicativeapproachemphasizestheabilitytocommunicateeffectivelyinreal-lifesituationsusingthetargetlanguage.Itvaluesthefunctionaluseoflanguage,wherestudentslearnthroughmeaningfulinteractionsandtasksthatreflectauthenticcontexts.28、Inalessonaboutdescriptivewriting,whichactivitywouldbesthelpstudentsdeveloptheirskillsinthisarea?A.TranslatingadescriptiveparagraphfromonelanguagetoanotherB.WritingadetaileddescriptionofafamiliarplaceorobjectC.PracticingpasttenseverbconjugationsD.ListeningtoalectureontheimportanceofgrammarinwritingAnswer:B.WritingadetaileddescriptionofafamiliarplaceorobjectExplanation:Todevelopdescriptivewritingskills,studentsneedtopracticedescribingthingsindetail.Writingaboutafamiliarplaceorobjectallowsthemtousevividlanguage,sensorydetails,andotherdescriptivetechniques,whichareessentialcomponentsofeffectivedescriptivewriting.Thegeneratedquestionsalongwiththeiranswersandexplanationsareasfollows:SeniorHighSchoolEnglishSubjectKnowledgeandTeachingAbilityTestPartI:Multiple-ChoiceQuestions27、Whichofthefollowingbestdescribesthecommunicativeapproachtoteachingasecondlanguage?A.EmphasizinggrammardrillsandtranslationB.Focusingonfunctionallanguageuseandreal-lifecommunicationC.PrioritizingreadingandwritingoverspeakingandlisteningD.ConcentratingsolelyonvocabularyacquisitionAnswer:B.Focusingonfunctionallanguageuseandreal-lifecommunicationExplanation:Thecommunicativeapproachemphasizestheabilitytocommunicateeffectivelyinreal-lifesituationsusingthetargetlanguage.Itvaluesthefunctionaluseoflanguage,wherestudentslearnthroughmeaningfulinteractionsandtasksthatreflectauthenticcontexts.28、Inalessonaboutdescriptivewriting,whichactivitywouldbesthelpstudentsdeveloptheirskillsinthisarea?A.TranslatingadescriptiveparagraphfromonelanguagetoanotherB.WritingadetaileddescriptionofafamiliarplaceorobjectC.PracticingpasttenseverbconjugationsD.ListeningtoalectureontheimportanceofgrammarinwritingAnswer:B.WritingadetaileddescriptionofafamiliarplaceorobjectExplanation:Todevelopdescriptivewritingskills,studentsneedtopracticedescribingthingsindetail.Writingaboutafamiliarplaceorobjectallowsthemtousevividlanguage,sensorydetails,andotherdescriptivetechniques,whichareessentialcomponentsofeffectivedescriptivewriting.29、WhichofthefollowingisNOTacharacteristicofeffectivelanguageteachinginaseniorhighschoolEnglishclass?A.CreatinganengagingandinteractivelearningenvironmentB.FocusingsolelyongrammarrulesandvocabularymemorizationC.EncouragingstudentstocommunicateinEnglishbothinandoutofclassD.Providingstudentswithauthenticmateria