2025年教師資格考試高級(jí)中學(xué)學(xué)科知識(shí)與教學(xué)能力英語(yǔ)試卷與參考答案

2025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)能力自測(cè)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、題干：Theteacher’sroleintheclassroomiscrucialbecause__________.A.ithelpsstudentstodevelopcriticalthinkingskills.B.itensuresthatthecurriculumisfollowedstrictly.C.itprovidesstudentswithastructuredlearningenvironment.D.itfocusesonmemorizingfactsratherthanunderstandingconcepts.答案：A解析：本題考查教師的角色。在課堂教學(xué)中，教師的角色非常重要，因?yàn)樗兄趯W(xué)生培養(yǎng)批判性思維技能。選項(xiàng)A正確地反映了這一點(diǎn)。選項(xiàng)B、C、D雖然也是教師角色的一部分，但不是最重要的原因。2、題干：Whendesigningalessonplanforanewunit,whichofthefollowingshouldbeconsideredfirst?A.Theassessmentmethods.B.Theteachingmaterials.C.Theobjectivesofthelesson.D.Thestudents’priorknowledge.答案：C解析：本題考查設(shè)計(jì)課程計(jì)劃時(shí)首先應(yīng)考慮的因素。在設(shè)計(jì)新的課程單元時(shí)，首先應(yīng)考慮的是課程目標(biāo)。因?yàn)檎n程目標(biāo)決定了教學(xué)的方向和內(nèi)容，是設(shè)計(jì)課程計(jì)劃的基礎(chǔ)。選項(xiàng)C正確地反映了這一點(diǎn)。選項(xiàng)A、B、D雖然也是設(shè)計(jì)課程計(jì)劃時(shí)需要考慮的因素，但不是首要考慮的。3、WhichofthefollowingisNOTacomponentofcommunicativelanguageteaching(CLT)?A.FocusonaccuracyB.FocusonfluencyC.Task-basedlearningactivitiesD.GrammartranslationmethodAnswer:D

Explanation:CommunicativeLanguageTeaching(CLT)emphasizestheuseoflanguagetocommunicatemeaningfully,focusingonfluencyandaccuracyaswellastask-basedlearningactivitiesthatrequirestudentstouselanguagefunctionally.TheGrammarTranslationMethod,whichfocusesprimarilyonthestudyofgrammarrulesandtranslationfromonelanguagetoanother,isnotacomponentofCLT.4、Inthecontextofsecondlanguageacquisition,whatdoestheterm‘interlanguage’referto?A.ThenativelanguageofthelearnerB.ThetargetlanguagethatlearnersaretryingtoacquireC.AsystemofrulesconstructedbylearnersthatcombinesfeaturesoftheirnativelanguageandthetargetlanguageD.Thedialectofthetargetlanguageusedbynon-nativespeakersAnswer:C

Explanation:Interlanguagereferstothelinguisticsystemdevelopedbysecondorforeignlanguagelearnersthatexistsbetweentheirnativelanguageandthetargetlanguage.Itincludesfeaturesthatareneitherfullyalignedwiththenativelanguagenorthetargetlanguagebutrepresentatransitionalstageinlanguageacquisition.5、Thesentence“Thebookisasinterestingasanovel”impliesthatthebookis:A.notinterestingB.moreinterestingthananovelC.equallyinterestingasanovelD.lessinterestingthananovelAnswer:C

Explanation:Thephrase“as…as”isusedtoindicateequality.Therefore,thesentencesuggeststhatthebookisequallyinterestingasanovel.6、Inthefollowingsentence,“Shewaspraisedbyhercolleaguesforherexcellentperformance,”theword“praised”isanexampleof:A.averbintheactivevoiceB.averbinthepassivevoiceC.anadjectiveD.anounAnswer:B

Explanation:Theword“praised”isusedinthepassivevoiceform,wherethesubjectreceivestheactionoftheverb.Inthiscase,“She”isthesubjectreceivingthepraise.7、WhichofthefollowingisNOTacharacteristicofCommunicativeLanguageTeaching(CLT)?A.EmphasisonfluencyoveraccuracyB.FocusonmeaningfulcommunicationC.UseofauthenticmaterialsD.ConcentrationongrammaticalstructuresAnswer:D.ConcentrationongrammaticalstructuresAnalysis:CommunicativeLanguageTeaching(CLT)emphasizestheimportanceofinteractionandcommunication,aimingtoenablelearnerstouselanguageinreal-lifesituations.OptionsA,B,andCallreflectkeyprinciplesofCLT:prioritizingtheabilitytocommunicate(fluency)evenattheexpenseofsomeerrors(accuracy),ensuringthatcommunicationismeaningfulandnotjustform-focused,andusingauthenticmaterialstopreparestudentsforactuallanguageuse.Incontrast,optionD,withitsfocusongrammaticalstructures,ismorecharacteristicoftraditionalapproachesthatprioritizelinguisticcompetenceandaccuracy,oftenthroughexplicitgrammarinstruction,whichislessemphasizedinCLT.8、Whendesigningareadinglesson,whatistheprimarypurposeofpre-readingactivities?A.TopracticenewvocabularyB.ToprovideadetailedunderstandingofthetextC.Toactivatestudents’priorknowledgeD.ToteachnewgrammarpointsAnswer:C.Toactivatestudents’priorknowledgeAnalysis:Pre-readingactivitiesareanessentialpartofawell-structuredreadinglessonastheysetthestageforthereadingbyengagingstudentswiththetopicorthemeofthetext.Themaingoalistoactivatestudents’existingknowledgeandexperiencesrelatedtothesubjectmatter,therebymakingiteasierforthemtounderstandandconnectwiththecontenttheyareabouttoread.Thisprocesscanincludediscussingrelevanttopics,brainstorming,orpredictingwhatthetextmightbeabout,butitdoesnotprimarilyaimatpracticingvocabulary(A),providingadetailedunderstandingofthetextbeforereading(B),orteachingnewgrammarpoints(D).Theseotheraspectsmaybecomponentsoftheoverallreadinglesson,buttheyarenottheprimaryfocusofpre-readingactivities.9.Whichofthefollowingphrasesisthecorrectprepositiontousewiththeverb“teach”inEnglish?toforonwithAnswer:C)

Explanation:Thecorrectprepositiontousewiththeverb“teach”inEnglishis“on.”Forexample,“SheteachesonMondaysandWednesdays.”Theotheroptionsdonotcorrectlyconveythemeaningofteachinginthiscontext.10.Inthesentence“Theteacheraskedthestudentstoreadthepassage,”whatisthemainverb?askreadreadthepassageaskedAnswer:A)

Explanation:Themainverbinthesentenceis“asked,”asitistheactionperformedbythesubject(theteacher)thatisbeingdescribed.Thephrase“toreadthepassage”isaninfinitivephraseactingasadirectobject,butthemainverbremains“asked.”11、WhichofthefollowingisNOTacomponentofcommunicativelanguageteaching(CLT)?

A)Focusonaccuracy

B)Emphasisonfluency

C)Task-basedlearningactivities

D)Grammar-translationmethod

Answer:D)Grammar-translationmethod

Explanation:TheGrammar-translationmethodisnotacomponentofCLT.CommunicativeLanguageTeachingemphasizesfluency,task-basedactivities,andinteractioninthetargetlanguage.TheGrammar-translationmethod,ontheotherhand,focusesonthestudyofgrammarrulesandtranslationfromtheforeignlanguageintothenativelanguage.12、Identifythetypeoftextcohesioninvolvedwhenusingthefollowingsentenceconnective:“However,despitethesedifficulties,shecontinuedtoworkhard.”

A)Reference

B)Substitution

C)Conjunction

D)Ellipsis

Answer:C)Conjunction

Explanation:Theword“however”isaconjunctiveadverbthatisusedheretocreateaconnectionbetweentwoclausesorsentences,indicatingacontrastorshiftintheflowofideas.Thisisanexampleofhowconjunctioncontributestotextcohesionbylinkingideastogether.13、Thefollowingsentencecontainsaverbinthecorrectformforthegivencontext.Whichoneisit?A.Thestudenthasfinishedhishomework.B.Thestudentfinisheshishomework.C.Thestudentfinishedhishomework.D.Thestudentisfinishinghishomework.Answer:AExplanation:Thecorrectformoftheverbforthecontextwheretheactionhasbeencompletedinthepastandtheresultisstillpresentisthepresentperfecttense.“Hasfinished”isthecorrectpresentperfectform,indicatingthatthehomeworkhasbeencompletedatanunspecifiedtimebeforenow.14、Choosethewordthatbestcompletesthesentencebelow.Theteacherencouragedthestudentstoparticipateinthedebate,becausetheywereeagertoexpresstheiropinions.A.althoughB.becauseC.sinceD.unlessAnswer:BExplanation:Theword“because”isusedtointroduceareasonfortheteacher’sencouragement.Itconnectsthecause(“thestudentswereeagertoexpresstheiropinions”)withtheeffect(“theteacherencouragedthemtoparticipateinthedebate”).Theotheroptionsdonotfitthelogicalrelationshipneededinthissentence.“Although”introducesacontrast,“since”canmean“because”butismoreformalorimpliesalongerperiodoftime,and“unless”introducesacondition.15、Whichofthefollowingsentencesusesironytoconveyitsmessage?“Ohgood,”thoughtScrooge,“anotherdaytomakemoney.”Theweatherwaslovely;itrainedalldaylong.She’ssoprettythatsheresemblesasupermodel.Thetrafficwassosmoothtoday,Iarrivedearly.CorrectAnswer:AExplanation:Ironyinvolvesexpressingone’smeaningbyusinglanguagethatsignifiestheopposite,oftenforhumorousoremphaticeffect.InoptionA,Scrooge’sthoughtconveysasarcasticsentimentbecausethephrase“Ohgood”impliesenthusiasm,butgivenScrooge’sknownmiserlycharacter,thestatementactuallyexpresseshisdisdainforanotherdayofwork.16、Inthecontextofteachinggrammar,whichmethodemphasizestheunderstandingofgrammaticalrulesthroughtheirapplicationinreal-lifesituationsratherthanrotelearning?Grammar-translationmethodDirectmethodAudio-lingualmethodCommunicativeapproachCorrectAnswer:DExplanation:Thecommunicativeapproachfocusesontheuseoflanguageinauthenticcommunicationcontexts.Itencourageslearnerstousegrammarrulesnaturallyastheyengageinmeaningfulactivitiesandconversations,whichcontrastswithmethodsthatfocusprimarilyonmemorizationorrepetition.

Wouldyoulikeanyfurtherelaborationonthesequestions,orperhapsmorequestionsaddedtothissection?17、Theteacherplanstointroduceanewtopicabout“HealthyEating”inherEnglishclass.Whichofthefollowingisthemostappropriateactivitytohelpstudentsengagewiththetopic?A.AvocabularymatchinggameB.AgrammarexerciseonpresentperfecttenseC.AlisteningcomprehensionactivityaboutdifferentdietsD.AreadingpassageonthehistoryoffoodAnswer:CExplanation:Sincethetopicis“HealthyEating,”alisteningcomprehensionactivityaboutdifferentdietswouldbemostappropriateasitdirectlyrelatestothetopicandencouragesstudentstoengagewiththecontentthroughlisteningandunderstanding.18、Inthefollowingsentence,choosethecorrectformoftheverb“be”tocompletethesentence:Thestudents_________(be)veryexcitedabouttheupcomingfieldtrip.A.amB.isC.areD.wereAnswer:CExplanation:Thesubjectofthesentenceis“Thestudents,”whichisplural.Therefore,thecorrectformoftheverb“be”shouldbethepluralform“are.”19、Whichofthefollowingsentencescorrectlyusesthesubjunctivemoodtoexpressahypotheticalsituation?Ifshewereme,shewouldstudyharder.Ifshewasme,shewouldstudyharder.Ifsheisme,shewouldstudyharder.Ifshebeme,shewouldstudyharder.Answer:A)Ifshewereme,shewouldstudyharder.Explanation:InEnglish,whendiscussinghypotheticalsituationsthatarecontrarytofact,thecorrectformistouse“were”intheif-clause(thepastperfecttense),and“would”+baseverbinthemainclause.OptionAistheonlyonethatfollowsthisstructureproperly.20、Identifythetypeofdiscoursecohesionusedinthefollowingsentencepair:Sentence1:Theteachergavethestudentsanassignment.

Sentence2:Itisduenextweek.ReferenceSubstitutionEllipsisConjunctionAnswer:C)EllipsisExplanation:Inthesecondsentence,“It”standsfortheassignmentmentionedinthefirstsentence,butmoreimportantly,theword“due”replacesthephrase“hastobesubmitted,”whichisanexampleofellipsis,wherewordsorphrasesareomittedbecausetheycanbeinferredfromthecontext.21.Theteacherisdemonstratingtheuseofanewinteractivewhiteboardintheclassroom.Whichofthefollowingisthemostappropriatewaytodescribetheinteractionbetweentheteacherandthestudents?A.Theteacherisgivingalonglectureandthestudentsarepassivelylistening.B.Theteacherispresentinginformationonthewhiteboardandthestudentsarewritingdownnotes.C.Theteacherisaskingopen-endedquestionsandencouragingstudentstodiscusstheirideas.D.Theteacherisshowingavideoandthestudentsarewatchingwithoutanyinteraction.Answer:CExplanation:Themostappropriatewaytodescribetheinteractionbetweentheteacherandthestudentsinaclassroomwithaninteractivewhiteboardistoencouragestudentparticipationanddiscussion.OptionCreflectsthisbyemphasizingopen-endedquestionsandstudentengagement,whichisessentialforfosteringcriticalthinkingandcommunicationskills.22.InthecontextofteachingEnglishtoadvancedhighschoolstudents,whichofthefollowingisaneffectivestrategyforpromotingvocabularydevelopment?A.Providingstudentswithalistofwordstomemorizeeachweek.B.Havingstudentscompletevocabularyexercisesfromatextbook.C.Encouragingstudentstoreadavarietyoftextsandannotateunfamiliarwords.D.Askingstudentstowriteessayswithoutanyguidanceonwordchoice.Answer:CExplanation:Encouragingstudentstoreadavarietyoftextsandannotateunfamiliarwordsisaneffectivestrategyforpromotingvocabularydevelopment.Thisapproachallowsstudentstoencounternewwordsindifferentcontextsandlearnhowtousethemappropriately.Italsoencouragesindependentlearninganddeeperengagementwiththematerial.OptionsA,B,andDdonotpromotethesamelevelofactivelearningandcontext-basedvocabularyacquisition.23.Theteacherisdemonstratinganewvocabularywordtothestudents.Whichofthefollowingisthemostappropriatestrategyfortheteachertousetoensurecomprehension?A.Presentthewordinisolationwithoutcontext.B.Provideadefinitionandexamplesentencefromadictionary.C.Usethewordinasentencerelatedtothecurrenttopicbeingtaught.D.Askthestudentstodefinethewordbasedontheirownknowledge.Answer:CExplanation:Usingthewordinasentencerelatedtothecurrenttopicbeingtaughthelpsstudentstounderstandthewordincontextandmakesitmorelikelythattheywillrememberandcorrectlyusethewordinthefuture.Thismethodpromotesmeaningfullearningandintegratesthenewvocabularywiththestudents’existingknowledge.24.Inalessonon“TheGreatGatsby,”theteacherwantstoengagestudentsinadiscussionaboutthenovel’sthemes.Whichofthefollowingmethodswouldbemosteffectiveforpromotingcriticalthinkinganddiscussion?A.Askthestudentstowriteashortsummaryofthenovel.B.Dividetheclassintosmallgroupsandassigneachgroupadifferentthemetoresearch.C.Presentalistofthemesandhavethestudentsvoteontheirfavorite.D.Havethestudentsretelltheplotofthenovelintheirownwords.Answer:BExplanation:Dividingtheclassintosmallgroupsandassigningeachgroupadifferentthemetoresearchencouragescollaboration,allowsstudentstodelvedeeperintospecificaspectsofthenovel,andpromotescriticalthinkingastheyanalyzethethemesfrommultipleperspectives.Thismethodalsofostersdiscussionandallowsforamorecomprehensiveunderstandingofthenovel’sthemes.25、Thefollowingsentenceisawell-knownproverbinEnglish.WhichofthefollowingsentencesbesttranslatesthisproverbintoChinese?A.一寸光陰一寸金，寸金難買(mǎi)寸光陰。B.時(shí)間就是金錢(qián)，但金錢(qián)買(mǎi)不到時(shí)間。C.金錢(qián)易得，時(shí)間難留。D.時(shí)間寶貴，金錢(qián)難得。Answer:BExplanation:TheEnglishproverb“Timeismoney”isbesttranslatedintoChineseas“時(shí)間就是金錢(qián)，但金錢(qián)買(mǎi)不到時(shí)間”(B),whichemphasizesthevalueoftimeovermoney.26、WhichofthefollowingisaneffectivetechniqueforteachinggrammarinanEnglishclassroom?A.DictationB.GroupdiscussionsC.Role-playingD.UsingauthenticmaterialsAnswer:DExplanation:Usingauthenticmaterials(D)isaneffectivetechniqueforteachinggrammarbecauseitexposesstudentstoreal-lifecontextswheregrammarisnaturallyused,makingitmorerelevantandeasiertounderstand.Dictation(A)canhelpwithspellingandpronunciation,groupdiscussions(B)encouragespeakingandcriticalthinking,androle-playing(C)enhancesspeakingskillsandcomprehension,butnoneofthesetechniquesarespecificallyfocusedongrammarteachingasmuchasusingauthenticmaterials.27.Whatistheprimarygoalofthereadingstrategy“skimming”?Toanalyzethestructureofthetext.Tounderstandthemainideaandmainpoints.Tomemorizespecificdetails.Topredicttheoutcomeofthestory.答案：B解析：Skimming是一種閱讀策略，旨在快速瀏覽文本，以獲取主要內(nèi)容和要點(diǎn)。因此，B選項(xiàng)“理解主要內(nèi)容和要點(diǎn)”是正確答案。28.Inalessononthetopicof“GlobalWarming,”howcantheteacherencouragecriticalthinkingamongstudents?Byprovidingonlyfactualinformation.Byaskingstudentstosummarizethelessonattheend.Byposingopen-endedquestionsandencouragingstudentstoexpresstheiropinions.Bygivingadetailedpresentationonthetopic.答案：C解析：為了鼓勵(lì)學(xué)生在“全球變暖”這個(gè)話題上運(yùn)用批判性思維，教師應(yīng)該提出開(kāi)放式問(wèn)題，并鼓勵(lì)學(xué)生表達(dá)自己的觀點(diǎn)。這樣可以幫助學(xué)生形成自己的看法，并參與到討論中去，因此C選項(xiàng)是正確答案。29.Thesentence“Thebookiseasytoreadbutdifficulttounderstand.”canbebestdescribedas:A.Anexampleofaparadox.B.Aclearstatementoffact.C.Anindicationofthebook’spopularity.D.Adescriptionofthereader’sexperience.Answer:A.Anexampleofaparadox.Explanation:Thesentencecontainsaparadoxbecauseitappearstocontradictitself;itsuggeststhatthebookisbotheasyanddifficult,whichisnotpossibleinaliteralsense.30.Whichofthefollowingsentencestructuresismostcommonlyusedtodescribeacauseandeffectrelationship?A.Subject+Verb+ObjectB.Subject+Verb+AdverbialC.Subject+Verb+Object+PrepositionalphraseD.Subject+Verb+InfinitiveAnswer:C.Subject+Verb+Object+PrepositionalphraseExplanation:Thesentencestructurethatbestdescribesacauseandeffectrelationshipisonethatincludesaprepositionalphrasethatindicatesthecause(thereason)followedbytheeffect.Forexample,“Becauseoftheheavyrain,thetrafficwasdelayed.”二、簡(jiǎn)答題（20分）Question:

InahighschoolEnglishclassroom,howcanteacherseffectivelyutilizetechnologytoenhancestudents’languagelearningexperiences?Answer:1.Integratingmultimediaresources:Teacherscanincorporatevideos,audioclips,andinteractivewebsitestoprovideauthenticlanguageexperiencesandengagestudentsindifferentlearningmodalities.2.Usingeducationalapps:AppssuchasDuolingo,Quizlet,andKahoot!canbeusedforvocabularypractice,grammarexercises,andfunquizzes,makingthelearningprocessinteractiveandgamified.3.Implementingonlinecollaborationtools:PlatformslikeGoogleClassroomorMicrosoftTeamsallowstudentstoworkongroupprojects,shareresources,anddiscussassignments,fosteringcollaborativelearningandcommunicationskills.4.Providingvirtualrealityexperiences:VRcancreateimmersivelanguagelearningenvironments,enablingstudentstopracticereal-lifescenariosandenhancetheirlistening,speaking,andcomprehensionskills.5.Offeringpersonalizedlearningexperiences:Adaptivelearningplatformscantailorcontenttoindividualstudentneeds,ensuringtheyreceiveappropriatechallengesandsupport.6.Utilizinginteractivewhiteboards:Teacherscanuseinteractivewhiteboardstocreateengaginglessons,includingactivitieslikewordsearches,crosswords,andmatchinggamesthatencouragestudentparticipation.7.Encouragingonlineresearch:Assigningresearchprojectsthatrequirestudentstosearchforandanalyzeinformationfromvarioussourcescanimprovetheirreadingandwritingskills.8.Providingfeedbackandassessment:Digitalplatformsallowteacherstoprovideinstantfeedbackonstudentwork,trackprogress,andidentifyareasthatneedimprovement.9.Engagingwithparentsandguardians:Teacherscanusetechnologytocommunicatewithparentsandguardiansabouttheirchild’sprogress,shareresources,andprovideguidanceonhowtosupportlanguagelearningathome.10.Continuousprofessionaldevelopment:Teachersshouldstayupdatedwiththelatesttechnologicaltoolsandmethodsthroughworkshops,webinars,andonlinecoursestoeffectivelyintegratetechnologyintotheirteachingpractices.Explanation:

TheanswerfocusesonvariouswaysteacherscanutilizetechnologytoenhancelanguagelearningexperiencesinahighschoolEnglishclassroom.Itemphasizestheimportanceofusingmultimediaresources,apps,onlinecollaborationtools,virtualreality,personalizedlearning,interactivewhiteboards,onlineresearch,feedback,parentengagement,andcontinuousprofessionaldevelopment.Thiscomprehensiveapproachensuresthattechnologyiseffectivelyintegratedintotheteachingprocess,providingstudentswithadynamicandengaginglearningenvironment.三、教學(xué)情境分析題（30分）Question:AsateacherofEnglishataseniorhighschool,youareresponsibleforteachingauniton“TravelandAdventure”toyourstudents.ThestudentsareintheirsecondyearoflearningEnglishandareatanintermediatelevel.Theclasssizeis30students.Youhavenoticedthatsomestudentsaremoreengagedinthelessonthanothers,andyouwouldliketocreateamoreinteractiveandinclusivelearningenvironment.Theunitincludesreadingashortstoryaboutastudent’straveladventure,discussingtheplotandcharacters,andwritingatravelblogpostabouttheirowndreamadventure.Pleaseanalyzethefollowingteachingscenarioandprovidestrategiestoaddresstheneedsofdiverselearnersinyourclass.TeachingScenario:1.Studentsarereadingtheshortstory.2.Younoticethatsomestudentsarestrugglingtofollowthestoryduetoalackofvocabularyknowledge.3.Duringthediscussion,somestudentsareverytalkativewhileothersarehesitanttospeakup.Answer:Toaddresstheneedsofdiverselearnersintheclassandcreateamoreinteractiveandinclusivelearningenvironment,thefollowingstrategiescanbeimplemented:1.VocabularySupportforStrugglingStudents:Beforereadingtheshortstory,pre-teachkeyvocabularyusingreal-lifecontextsandvisuals.Provideaglossaryofdifficultwordswithdefinitionsandexamples.Encouragestudentstousetheglossaryasareferencewhilereading.Usegesturesandbodylanguagetoexpressthemeaningofwords,especiallyfornon-verballearners.2.InteractiveReadingStrategies:Breakthestoryintosmallersegmentsandreadaloudtogether,pausingtodiscusstheplotandcharactersaftereachsegment.Usethink-aloudstrategies,wheretheteacherreadsaloudandthinksaloudaboutthetext,sharingtheirthoughtsandpredictions.Encouragestudentstosummarizethestoryintheirownwordsafterreading,whichcanhelpreinforcecomprehension.3.FacilitatingDiscussion:Createasafeandsupportiveenvironmentforstudentstoexpresstheirthoughtsandopinions.Pairstudentsupandassignthemspecificquestionstodiscuss,ensuringthateveryonehasanopportunitytospeak.Usecooperativelearningtechniques,suchasjigsaworgroupproblem-solving,toencouragecollaborativediscussions.Encouragestudentstousesentencestartersandkeyvocabularyfromthestorytosupporttheirspeakingandwriting.4.WritingaTravelBlogPost:Provideatemplateoroutlineforthetravelblogpost,includingsectionsfortheintroduction,body,andconclusion.Encouragestudentstobrainstormandresearchtheirdreamadventuresusingonlineresourcesandtravelmagazines.Offerfeedbackandsupportduringthewritingprocess,focusingontheuseofappropriatevocabularyandsentencestructures.Organizeasharingsession,wherestudentscanreadtheirblogpostsaloudtotheclassandreceivepeerfeedback.Explanation:Thestrategiesmentionedaboveaimtoaddressthediverseneedsoflearnersintheclass,focusingonvocabularysupport,interactivereading,facilitatingdiscussion,andwritingatravelblogpost.Byimplementingthesestrategies,theteachercancreateamoreinclusiveandengaginglearningenvironment,ensuringthatallstudentshavetheopportunitytoparticipateandsucceedinthelesson.四、教學(xué)設(shè)計(jì)題（40分）Question:DesignalessonplanforaseniorhighschoolEnglishclassfocusingonthetopicof“GlobalWarmingandItsImpacts”.Thelessonshouldincludeanintroductoryactivity,amainteachingpart,andaconcludingactivity.Thetargetlanguageskillsarereadingandspeaking.A.IntroductionActivity(10minutes)1.Warm-up:Beginwithabriefdiscussionaboutthecurrentweatheroutsidetheclassroom.Askstudentstosharetheirobservationsandcomments.2.Lead-in:Introducethetopicofglobalwarmingbyshowingashortvideocliporpresentingafewfactsabouttheissue.Encouragestudentstoaskquestionsandexpresstheiropinions.3.Icebreaker:Dividetheclassintosmallgroupsandaskthemtobrainstormsomepossiblecausesandeffectsofglobalwarming.Eachgroupshouldpresenttheirfindingstotheclass.B.MainTeachingPart(30minutes)1.Reading:Providestudentswithapassageaboutglobalwarming,includinginfor