2024年教師資格考試初級(jí)中學(xué)學(xué)科知識(shí)與教學(xué)能力英語試題與參考答案

2024年教師資格考試初級(jí)中學(xué)英語學(xué)科知識(shí)與教學(xué)能力自測(cè)試題與參考答案一、單項(xiàng)選擇題（本大題有30小題，每小題2分，共60分）1、Whichofthefollowingsentencesusesthesubjunctivemoodcorrectly?

A)IfIwasyou,Iwouldtakethejob.

B)Ifshewereme,shewouldn’tgo.

C)Ifhebeadoctor,hecouldgiveussomeadvice.

D)Iftheywashereyesterday,theywouldhavemetJohn.Answer:B)Ifshewereme,shewouldn’tgo.Explanation:Thesubjunctivemoodisusedtoexpresshypotheticalorcontrary-to-factsituations.OptionBiscorrectbecauseituses“were”insteadof“was”toindicateanunrealconditioninthepresentorfuture.OptionsA,C,andDcontainerrorsrelatedtoverbformsthatdonotproperlyexpressthesubjunctivemood.2、Identifythetypeofthesentence:“DoyourhomeworkbeforeyouwatchTV.”

A)Imperative

B)Interrogative

C)Declarative

D)ExclamatoryAnswer:A)ImperativeExplanation:Thesentence“DoyourhomeworkbeforeyouwatchTV.”isanimperativesentencebecauseitgivesacommandormakesarequest.Itbeginswiththebaseformoftheverb“do,”whichistypicalofimperativeconstructions.Althoughitcontainsaclausethatcouldbeastatement,theoverallstructureindicatesaninstructionratherthanaquestion(interrogative),adeclarationoffact(declarative),oranexclamationofstrongemotion(exclamatory).3、Theteacherisdemonstratinganewvocabularywordtothestudents.Whichofthefollowingactivitieswouldbemostappropriatetoreinforcethelearningoftheword“eccentric”?

A)Groupdiscussionaboutfamouseccentricindividuals

B)Pairworkwherestudentsdescribethemselvesaseccentric

C)Aquickquizonthemeaningoftheword

D)Aspellingtestfortheword答案：A解析：選項(xiàng)A（Groupdiscussionaboutfamouseccentricindividuals）最合適，因?yàn)樗膭?lì)學(xué)生通過討論實(shí)際例子來理解詞匯的含義，從而加深對(duì)“eccentric”這個(gè)詞的理解。選項(xiàng)B（Pairworkwherestudentsdescribethemselvesaseccentric）可能會(huì)讓學(xué)生誤解這個(gè)詞的含義，選項(xiàng)C（Aquickquizonthemeaningoftheword）和選項(xiàng)D（Aspellingtestfortheword）雖然也是學(xué)習(xí)詞匯的方法，但不如討論實(shí)際例子的方式有效。4、InamiddleschoolEnglishclass,theteachernoticesthatseveralstudentsarestrugglingwithunderstandingthepastperfecttense.Tohelpthesestudentsgrasptheconceptmoreeffectively,theteacherdecidestousewhichofthefollowingmethods?

A)Directinstructionfollowedbypracticeexercises

B)Collaborativelearninginsmallgroups

C)Amultimediapresentationwithinteractivequizzes

D)Aself-pacedonlinetutorial答案：B解析：選項(xiàng)B（Collaborativelearninginsmallgroups）最適合這種情況。小組合作學(xué)習(xí)允許學(xué)生通過討論和互相解釋來共同理解復(fù)雜的概念，如過去完成時(shí)。這種方法有助于學(xué)生通過互助和交流來克服理解上的困難。選項(xiàng)A（Directinstructionfollowedbypracticeexercises）雖然有用，但可能不如小組合作那樣有效，因?yàn)閷W(xué)生可能需要更多的互動(dòng)來加深理解。選項(xiàng)C（Amultimediapresentationwithinteractivequizzes）和選項(xiàng)D（Aself-pacedonlinetutorial）雖然提供了不同的學(xué)習(xí)資源，但可能不如面對(duì)面的互動(dòng)教學(xué)有效。5、WhichofthefollowingisNOTacharacteristicofcommunicativelanguageteaching(CLT)?A.FocusonfluencyB.EmphasisonaccuracyonlyC.UseofauthenticmaterialsD.IntegrationoflanguageskillsAnswer:BExplanation:CommunicativeLanguageTeachingemphasizesfluencyoveraccuracyonly.Whileaccuracyisimportant,CLTfocusesmoreonenablingstudentstousethelanguageeffectivelyinreal-lifesituations,whichincludesmakingnaturalerrorsandlearningtocommunicatemeaningfullydespitethoseerrors.6、Inthecontextofsecondlanguageacquisition,whatdoestheterm“comprehensibleinput”referto?A.InputthatisgrammaticallycorrectandcomplexB.Inputthatisslightlybeyondthelearner’scurrentlevelofcompetenceC.Inputthatispresentedatthelearner’sfirstlanguagelevelD.InputthatlearnerscanunderstandwithoutanyeffortAnswer:BExplanation:Theconceptof“comprehensibleinput,”developedbyStephenKrashen,suggeststhatlearnersacquirelanguagebestwhentheyreceiveinputthatisjustabovetheircurrentlevelofunderstanding(i+1),where“i”standsforthelearner’scurrentleveloflinguisticcompetence.Thiskindofinputischallengingenoughtopromotelearningbutnotsodifficultastobeincomprehensible.7、Inthefollowingsentence,theword“imply”isusedasaverb.Whichofthefollowingsentencesdemonstratesthecorrectuseofthepastparticipleof“imply”?A.Theteacherimpliedthatwewerenotreadyforthetest.B.Theteacherimpliedwewerenotreadyforthetest.C.Theteacherimpliedwenotreadyforthetest.D.Theteacherimpliednotreadyforthetest.Answer:B.Theteacherimpliedwewerenotreadyforthetest.Explanation:Thecorrectuseofthepastparticipleof“imply”requiresthesubjectandthepastparticipleformtobeconnectedbytheauxiliaryverb“did.”Therefore,thecorrectsentenceis“Theteacherimpliedwewerenotreadyforthetest.”8、Whichofthefollowingsentencestructuresiscommonlyusedtoaskforpermissionortomakeapoliterequest?A.CanIgotothebathroom?B.MayIgotothebathroom?C.CouldIgotothebathroom?D.WillIgotothebathroom?Answer:B.MayIgotothebathroom?Explanation:Thesentencestructure“MayI…?”isaformalandpolitewaytoaskforpermissionortomakearequest.Theotheroptions,whiletheyaregrammaticallycorrect,arelessformalordonotconveythesamelevelofpolitenessas“MayI…?”.9.Thefollowingsentencecontainsaverbinthepassivevoice.Whichoneisthecorrectformoftheverbintheactivevoice?A.ThestudentsaregiventheirhomeworkeveryMonday.B.ThehomeworkisgiventothestudentseveryMonday.C.ThestudentsgivetheirhomeworkeveryMonday.D.TheirhomeworkisgiventothestudentseveryMonday.Answer:CExplanation:Thecorrectformoftheverbintheactivevoiceforthesentenceinthepassivevoice(B)is“ThestudentsgivetheirhomeworkeveryMonday.”Thisoptionchangesthepassivevoice(“Thehomeworkisgiven”)toactivevoice(“Thestudentsgive”).10.Choosethewordthatbestfitstheblankinthefollowingsentence:Theteacher_______thestudentswiththenewvocabularyeverymorning.A.taughtB.teachesC.willteachD.isteachingAnswer:BExplanation:Thecorrectansweris“teaches”becauseitindicatesaregular,habitualactionthathappenseverymorning.Thepresentsimpletenseisusedtodescriberepeatedactionsorhabits,anditfitsthecontextofthesentence.11.Theteacherisusingastorybooktoteachanewvocabularyitem.Whichofthefollowingtechniquesismostappropriateforcheckingthestudents’understandingofthenewwords?flashcardsgroupdiscussionindividualwritingassignmentsmultiple-choicequestionsAnswer:D)multiple-choicequestionsExplanation:Multiple-choicequestionsareaquickandeffectivewaytocheckstudents’understandingofnewvocabulary.Theyallowtheteachertogaugehowwellthestudentshavelearnedthewordswithoutrequiringextensiveindividualfeedback.12.WhenplanningalessonontheuseofconditionalsentencesinEnglish,whichofthefollowingactivitieswouldbesthelpstudentspracticeproducingthetargetlanguage?watchingavideoandsummarizingtheplotcompletingagap-fillexerciseparticipatinginarole-playscenariotranslatingsentencesfromtheirnativelanguagetoEnglishAnswer:C)participatinginarole-playscenarioExplanation:Role-playscenariosencouragestudentstousethetargetlanguageinareal-lifecontext,whichcanenhancetheirfluencyandconfidenceinusingconditionalsentences.Itallowsforpracticalapplicationandimmediatefeedback,makingitaneffectivemethodforlanguagepractice.13、Whatisthemainfunctionofthepre-taskstageinalanguageteachingactivity?A.Tointroducethenewvocabularytothestudents.B.Toreviewthepastknowledgerelatedtothetopic.C.Toactivatestudents’priorknowledgeandinterests.D.Tocheckstudents’understandingofthenewgrammarstructure.答案：C解析：在語言教學(xué)活動(dòng)中，pre-task階段的主要功能是激活學(xué)生的先驗(yàn)知識(shí)和興趣，為后續(xù)的語言學(xué)習(xí)活動(dòng)做好鋪墊。因此，選項(xiàng)C正確。選項(xiàng)A、B和D雖然也是教學(xué)活動(dòng)中的環(huán)節(jié)，但不是pre-task階段的主要功能。14、Intheprocessofteachingreading,whichofthefollowingstrategiesismostsuitablefordevelopingstudents’criticalthinkingskills?A.SkimmingB.ScanningC.SummarizingD.Questioning答案：D解析：在閱讀教學(xué)過程中，提問（questioning）策略最適宜于培養(yǎng)學(xué)生的批判性思維技能。通過提問，教師可以引導(dǎo)學(xué)生對(duì)文本內(nèi)容進(jìn)行深入思考，分析作者的觀點(diǎn)和意圖，從而提高學(xué)生的批判性思維能力。選項(xiàng)A和B分別是快速瀏覽和查找信息的方法，而選項(xiàng)C是總結(jié)信息的方法，這些方法雖然有助于提高閱讀理解能力，但不如提問策略對(duì)培養(yǎng)批判性思維有直接幫助。15.TheteacherwantstocreatealessonplanforamiddleschoolEnglishclass.Whichofthefollowingisanessentialpartofthelessonplan?Student’shomeassignmentsTheoreticalframeworkObjectiveandoutcomesClassroomrulesAnswer:C)ObjectiveandoutcomesExplanation:Theobjectiveandoutcomesarecrucialpartsofalessonplanastheyoutlinewhatthestudentsareexpectedtolearnandachievebytheendofthelesson.Thishelpsinstructuringthelessonandensuringthatteachingobjectivesaremet.16.InamiddleschoolEnglishclass,theteacherisplanningtointroduceanewtopicon‘Sports’.Whichofthefollowingactivitieswouldbemostsuitableforhelpingstudentsunderstandthevocabularyandconceptsrelatedtothetopic?GroupdiscussionReadingashortstoryListeningtoasportspodcastWritingapoemaboutsportsAnswer:C)ListeningtoasportspodcastExplanation:Listeningtoasportspodcastcanbeagreatwaytointroducenewvocabularyandconceptsrelatedtosports.Itprovidesareal-lifecontextandallowsstudentstohearthelanguageusedindifferentsituations,enhancingtheirlisteningskillsandcomprehension.17.WhatisthemainpurposeofavocabularylistinEnglishlanguageteaching?A.Toassessstudents’proficiencylevelsB.ToprovideastructuredreviewofgrammarrulesC.TointroducenewvocabularyitemsandtheirusageD.Tomeasurestudents’readingcomprehensionAnswer:CExplanation:AvocabularylistisprimarilyusedtointroducenewvocabularyitemsandtheirusageinthecontextoftheEnglishlanguage.Ithelpsstudentsexpandtheirvocabularyandunderstandhowtousethesewordscorrectlyindifferentsituations.Assessingproficiencylevels,reviewinggrammarrules,andmeasuringreadingcomprehensionaredifferentobjectivesthatareaddressedthroughvariousteachingmethodsandassessments.18.InthecontextofteachingEnglish,whichofthefollowingisacharacteristicofawell-structuredlessonplan?A.ThelessonobjectivesarenotclearlydefinedB.TheactivitiesaretoorepetitiveandlackvarietyC.TheassessmentmethodsaresolelybasedonwrittentestsD.ThelessonincorporatesavarietyofteachingmethodsandprovidesopportunitiesforstudentinteractionAnswer:DExplanation:Awell-structuredlessonplaninEnglishteachingshouldincorporateavarietyofteachingmethodsandprovideopportunitiesforstudentinteraction.Thishelpscatertodifferentlearningstylesandkeepsthestudentsengaged.Clearlydefinedlessonobjectivesareessentialtoguidetheteachingprocess.Theactivitiesshouldnotberepetitiveandshouldoffervarietytopreventboredom.Whilewrittentestscanbeoneassessmentmethod,awell-roundedlessonplanshouldutilizevariousassessmentmethodstoevaluatestudents’understandingandprogress.19.ThefollowingsentenceisanexampleofaquestionthatcouldbeaskedinareadingcomprehensiontestforamiddleschoolEnglishexam.WhichofthefollowingstatementsisNOTtrueaboutthesentence?A.Itusesacauseandeffectstructure.B.Itpresentsaproblemanditssolution.C.Itprovidesaclearexplanationofaprocess.D.Itcontainsasequenceofevents.Answer:BExplanation:Thesentenceprovidedinthequestiondoesnotpresentaproblemanditssolution.Itcouldbepresentingacauseandeffect,aclearexplanation,orasequenceofevents,butitdoesnotfitthestructureofproblemandsolutionasstatedinoptionB.20.InthecontextofteachingEnglishtomiddleschoolstudents,whichofthefollowingteachingstrategiesismosteffectiveforpromotingcriticalthinking?A.DirectinstructionB.GuideddiscoveryC.rotememorizationD.Teacher-centereddiscussionsAnswer:BExplanation:Guideddiscoveryisateachingstrategythatencouragesstudentstoexploreanddiscoverinformationontheirown,whichhelpspromotecriticalthinkingskills.Directinstructionandrotememorizationarelesseffectiveinfosteringcriticalthinking,andteacher-centereddiscussionscanbeeffectivebutarenotasspecificallydesignedtopromotecriticalthinkingasguideddiscovery.21.Thefollowingsentenceisanexampleofa_______sentence.A.declarativeB.interrogativeC.imperativeD.exclamatoryAnswer:B

Explanation:Aninterrogativesentenceisatypeofsentencethatasksaquestion.Theexamplesentenceinquestionisaskingforinformation,makingitaninterrogativesentence.Declarativesentencesmakeastatement,imperativesentencesgiveacommand,andexclamatorysentencesexpressstrongemotion.22.Whichofthefollowingsentencestructuresistypicallyusedtopresentasequenceofactionsorevents?A.SimplepresenttenseB.PresentperfecttenseC.PastcontinuoustenseD.FutureperfecttenseAnswer:C

Explanation:Thepastcontinuoustenseisusedtodescribeactionsoreventsthatwerehappeningataspecificpointinthepast.Itiscommonlyusedtopresentasequenceofactionsoreventsinthepast.Thesimplepresenttenseisusedforgeneraltruths,thepresentperfecttenseisusedforactionswithpresentrelevance,andthefutureperfecttenseisusedtotalkaboutfutureactionsthatwillbecompletedbeforeanotherpointinthefuture.23.Inthefollowingsentence,whichverbformcorrectlyexpressesthepastperfecttense?A.Shehadreadthebook.B.Shereadsthebook.C.Shewillreadthebook.D.Shewasreadingthebook.Answer:A

Explanation:Thepastperfecttenseisusedtodescribeanactionthatwascompletedbeforeanotherpastaction.Inthiscase,“hadread”correctlyindicatesthattheactionofreadingthebookwascompletedbeforeanotherpastevent.24.Choosethesentencethatbestdemonstratestheuseofthepassivevoice.A.Thestudentsweregiventhenewassignment.B.Thenewassignmentwasgiventothestudents.C.Thestudentsgavethenewassignment.D.Thenewassignmentwillbegiventothestudents.Answer:B

Explanation:Thepassivevoiceisusedwhenthefocusisontheactionratherthanthepersonperformingit.InoptionB,thesentence“Thenewassignmentwasgiventothestudents”emphasizestheaction(theassignmentbeinggiven)andusesthepassivevoice,where“wasgiven”isthepastpassiveformoftheverb“give.”25、Thefollowingsentenceisa(n)_______clause.A.relativeB.subordinateC.mainD.conjunctionAnswer:BExplanation:Thesentence“Thebookthatyougavemeisveryinteresting.”containsarelativeclausethatmodifiesthenoun“book.”Therefore,thecorrectanswerisB.subordinateclause.26、Inthesentence“Thestudentswererewardedfortheirexcellentperformance,”“wererewarded”isanexampleofa(n)_______verbform.A.activevoiceB.passivevoiceC.presenttenseD.pasttenseAnswer:BExplanation:Thesentencedescribesanactionthatwasperformedonthestudents,makingitapassivevoiceconstruction.ThecorrectanswerisB.passivevoice.27.Theteacherencouragesstudentstoparticipateinclassdiscussionsbyaskingquestionsthatare______.easyandstraightforwardcomplexandabstractopen-endedandthought-provokingrepetitiveandpredictableAnswer:C)Explanation:Open-endedandthought-provokingquestionsaredesignedtostimulatecriticalthinkingandencouragestudentstoexpresstheiropinionsandideas,whichisagoodpracticeinclassdiscussions.28.InthecontextofEnglishlanguagelearning,whichofthefollowingisanexampleofacommunicativeapproach?LearningvocabularylistsbyheartStudyinggrammarrulesextensivelyEngaginginrole-playsandgroupdiscussionsWatchingEnglishmovieswithoutsubtitlesAnswer:C)Explanation:Thecommunicativeapproachtolanguagelearningemphasizesinteractionandpracticaluseofthelanguage.Engaginginrole-playsandgroupdiscussionsallowsstudentstopracticespeakingandlisteningskills,whicharecentraltothecommunicativemethod.29.Whichofthefollowingsentencestructuresisusedtoexpressapresenthabitorroutine?A.“Hegoestothegymeverymorning.”B.“Hewasgoingtothegymthismorning.”C.“Hewillgotothegymtomorrow.”D.“Hehasgonetothegymyesterday.”Answer:A

Explanation:ThecorrectanswerisAbecausethesentence“Hegoestothegymeverymorning”usesthepresentsimpletensetoexpressahabitorroutinethathappensregularlyatthesametimeeachday.30.Inthesentence“Shehasfinishedherhomework,”whichverbformindicatesperfectaspect?A.“finished”B.“has”C.“hasfinished”D.“isfinished”Answer:C

Explanation:ThecorrectanswerisCbecause“hasfinished”isthepresentperfecttense,whichisusedtodescribeactionswithapresentresultorrelevance.Theverbform“has”incombinationwith“finished”indicatesthattheactionoffinishingthehomeworkhasapresentconnection.二、簡答題（20分）Question:HowcanteacherseffectivelyusecooperativelearningstrategiestoenhancetheEnglishlanguagelearningexperienceformiddleschoolstudents?Answer:TeacherscaneffectivelyusecooperativelearningstrategiestoenhancetheEnglishlanguagelearningexperienceformiddleschoolstudentsinthefollowingways:1.GroupFormation:Dividestudentsintosmallgroupsof4-5members.Ensurethatthegroupsareheterogeneous,meaningstudentshaveamixofabilities,genders,andbackgrounds.2.TaskSelection:Choosetasksthatareappropriateforthestudents’levelandinterest.Thesetasksshouldrequirecommunication,collaboration,andcriticalthinkingskills.3.RoleAssignment:Assignspecificroleswithinthegroup,suchasleader,timekeeper,note-taker,andreporter.Thisencourageseachstudenttotakeresponsibilityandcontributetothegroup’ssuccess.4.ClearObjectives:Provideclearlearningobjectivesandguidelinesforthetask.Ensurethatstudentsunderstandthegoalsoftheactivityandhowtheircontributionswillhelpachievethosegoals.5.EncourageInteraction:Promoteactivecommunicationandinteractionamonggroupmembers.Encouragestudentstoaskquestions,shareideas,andprovidefeedbacktoeachother.6.PeerAssessment:Implementapeerassessmentsystemwherestudentsevaluatetheirpeers’contributionsandparticipationinthegroup.Thisfostersaccountabilityandhelpsstudentsdevelopcriticalthinkingskills.7.DiverseActivities:Useavarietyofcooperativelearningactivities,suchasjigsaw,think-pair-share,andproblem-solvingtasks.Theseactivitiescatertodifferentlearningstylesandpromoteawell-roundedlearningexperience.8.MonitoringandGuidance:Monitorthegroupactivitiescloselytoensurethatallmembersareengagedandparticipatingeffectively.Provideguidanceandsupportasneededtohelpstudentsovercomechallenges.9.ReflectionandFeedback:Encouragestudentstoreflectontheirlearningexperienceandprovidefeedbackontheactivity.Thishelpsthemidentifytheirstrengthsandareasforimprovement.10.IntegrationwithCurriculum:Integratecooperativelearningactivitieswiththeexistingcurriculumtoensureaholisticapproachtolanguagelearning.Aligntheactivitieswiththelearningobjectivesandstandards.Byimplementingthesestrategies,teacherscancreateaconducivelearningenvironmentthatencouragescollaboration,communication,andcriticalthinking,ultimatelyenhancingtheEnglishlanguagelearningexperienceformiddleschoolstudents.三、教學(xué)情境分析題（30分）Question:

AsanEnglishteacheratajuniorhighschool,youareplanningalessonon“TravelandTourism”.ThestudentsareinGrade8andhaveabasicunderstandingofpresentperfecttense.Theclassconsistsof20students,andtheyhaverecentlystudiedaboutdifferenttraveldestinations.YouhaveaccesstoaSmartboard,asetofflashcardswithpicturesofvarioustraveldestinations,andaCDplayer.Thestudentsareexpectedtoimprovetheirvocabulary,speakingskills,andunderstandingofthepresentperfecttense.Task:

Analyzetheteachingscenarioandproposealessonplanthataddressesthelearningobjectivesandutilizestheavailableresourceseffectively.Answer:

LessonTitle:TravelandTourism:PresentPerfectTensePracticeObjective:Toreinforcethestudents’understandingofthepresentperfecttense.Toexpandtheirvocabularyrelatedtotravelandtourism.Toenhancespeakingskillsthroughgroupdiscussionsandpresentations.Duration:90minutesMaterials:SmartboardFlashcardswithpicturesoftraveldestinationsCDplayerTravel-themedmusicHandoutswithexercisesMarkersLessonPlan:1.Introduction(10minutes)Beginwithawarm-upactivity:Playtravel-themedmusicandaskthestudentstonamesomepopulartraveldestinationstheyhavevisitedorwouldliketovisit.Introducethetopicofthelesson:TravelandTourism.Explaintheobjectiveofthelesson:topracticethepresentperfecttense.2.VocabularyBuilding(15minutes)Usetheflashcardstointroducenewvocabularyrelatedtotravelandtourism.Havestudentsworkinpairstocreatesentencesusingthenewvocabulary,ensuringtheyusethepresentperfecttense.UsetheSmartboardtodisplayexamplesandhavestudentspracticethem.3.GrammarPractice(20minutes)Dividetheclassintogroupsoffour.Eachgroupwillreceiveahandoutwithexercisesrelatedtothepresentperfecttense.Theexerciseswillincludefill-in-the-blanks,true/false,andmatchingactivities.Allowstudentstoworktogetheranddiscusstheiranswers.4.GroupDiscussion(20minutes)Instructeachgrouptochooseatraveldestinationfromtheflashcards.Havethemcreateashortpresentationusingthepresentperfecttensetodescribetheirchosendestination.Thepresentationswillbeconductedinfrontoftheclass,andotherstudentswillaskquestionsaboutthedestination.5.ReviewandWrap-up(15minutes)Asaclass,reviewthekeyvocabularyandgrammarpointscoveredduringthelesson.Havestudentscompleteareflectionactivity,writingaparagraphabouttheirfavoritetravelexperienceandhowtheyusedthepresentperfecttensetodescribeit.6.HomeworkAssignmentAssignawrittenexercisewherestudentsmustdescribearecenttriptheyhavetakenoradreamvacationtheywouldliketotake,usingthepresentperfecttense.Explanation:

Thelessonplanaddressesthelearningobjectivesbyincorporatingvariousactivitiesthatfocusonvocabulary,grammar,andspeakingskills.Theuseofflashcards,theSmartboard,andgroupdiscussionshelpstoengagethestudentsandreinforcetheirunderstandingofthepresentperfecttense.Theinclusionofmusicandareflectionactivityaddsanelementoffunandencouragesstudentstothinkcriticallyabouttheirownexperiences.四、教學(xué)設(shè)計(jì)題（40分）TeachingDesignQuestionQuestion:

Designa45-minutelessonplanforajuniorhighschoolEnglishclass.Thetopicis“MyFavoriteSeason”.ThestudentsareintheirsecondyearofEnglishstudyandareatanintermediatelevel.Thelessonshouldincludeactivitiesthatencouragespeaking,listening,reading,andwritingski