教師資格考試高級中學學科知識與教學能力英語試題及解答參考

教師資格考試高級中學英語學科知識與教學能力復習試題及解答參考一、單項選擇題（本大題有30小題，每小題2分，共60分）1、Theteachershouldfocuson________whenplanningalessonforadvancedlevelstudents.A.memorizingvocabularyB.grammarrulesC.bothAandBD.developingcriticalthinkingskills答案：D解析：在為高級水平學生設計課程時，教師應該側重于培養(yǎng)批判性思維能力，這有助于學生更深入地理解和運用英語知識。2、Whichofthefollowingactivitiesismostsuitableforassessingstudents’understandingofacomplextext?A.Multiple-choicequestionsB.VocabularymatchingC.SummarizingthemainideaD.Copyingandpastingsentences答案：C解析：總結主要觀點的活動最適合評估學生對復雜文本的理解。這有助于教師了解學生是否能夠抓住文本的核心信息，而不是僅僅依賴記憶或重復句子。3、Whichofthefollowingidiomaticexpressionsisusedtodescribeasituationwheresomeoneisstuckinadifficultorunpleasantsituationandcan’tfindaneasywayout?“Inatightspot”“Outofthewoods”“Tightasadrum”“Cuttothechase”Answer:A)“Inatightspot”解析：Thisidiommeansbeinginadifficultorunpleasantsituationwhereitishardtofindaneasywayout.“Outofthewoods”meansbeingoutofdanger,“Tightasadrum”meansverystrictorgoodatkeepingsecrets,and“Cuttothechase”meanstogetstraighttothepointwithoutwastingtime.4、Whattechniquecanateacherusetoenhancestudents’criticalthinkingskillsandpromotedeeperunderstandingofatext?LecturingthewholeclassonthetextHavingstudentsreadthetextsilentlyAskingopen-endedquestionsthatrequireanalysisandinterpretationProvidingsummariesofthekeypointsofthetextAnswer:C)Askingopen-endedquestionsthatrequireanalysisandinterpretation解析：Byaskingopen-endedquestions,theteacherencouragesstudentstoapplytheirexistingknowledgetothetext,whichpromotescriticalthinkinganddeeperunderstanding.Lecturing,silentreading,andprovidingsummariesmaybeuseful,buttheydonotnecessarilyencouragecriticalthinking.5、Whatisthemainpurposeofusingabrainstormingtechniqueintheclassroomwhenpreparingforalesson?Toteststudents’knowledgeofthesubjectmatter.Tofostercreativityandcollaborationamongstudents.Toensurethatthelessonmeetstheeducationalstandards.Toevaluatethestudents’individualabilities.Answer:B)Tofostercreativityandcollaborationamongstudents.Explanation:Thebrainstormingtechniqueisprimarilyusedtoencouragestudentstothinkcreativelyandworktogether,whichhelpsinthepreparationofalesson.Itisnotfocusedontestingknowledge,ensuringeducationalstandards,orevaluatingindividualabilities.6、InthecontextofEnglishlanguageteaching,whichofthefollowingtasksismostsuitableforthedevelopmentofspeakingskills?Readingcomprehensionexercises.Listeningcomprehensionexercises.Writingassignments.

D)Role-playingscenarios.Answer:D)Role-playingscenarios.Explanation:Role-playingscenariosarehighlyeffectiveforthedevelopmentofspeakingskillsastheyprovideapracticalcontextforstudentstopracticespeakinginanaturalandinteractiveway.Readingcomprehension,listeningcomprehension,andwritingassignmentsarevaluableforotherlanguageskillsbutarelessfocusedondevelopingspeakingabilities.7、Thesentence“Shesangbeautifully”canbetransformedintoapassivevoicesentence.Whichofthefollowingoptionsiscorrect?A.Beautifullywassungbyher.B.Hersangbeautifully.C.Beautifullysangshe.D.Shewassungbeautifully.Answer:D

Explanation:Thecorrectpassivevoicetransformationforthesentence“Shesangbeautifully”is“Shewassungbeautifully.”Inpassivevoice,thesubject(“She”)isnotperformingtheaction,andthefocusisontheactionitself,whichisperformedbyanunspecifiedpersonorthing.8、Inthefollowingsentence,whichwordisanadverbmodifyingtheverb“towalk”?“Thestudentswalkedquietlytothelibrary.”A.quietlyB.studentsC.libraryD.walkedAnswer:A

Explanation:Theadverb“quietly”modifiestheverb“towalk”bydescribinghowthestudentswalked.Adverbsoftenanswerquestionslike“how,”“when,”“where,”“why,”or“towhatextent.”Inthiscase,“quietly”answersthequestion“how”thestudentswalked.9、Whichofthefollowingstrategiesismosteffectiveforteachingadvancedvocabularytohighschoolstudents?

A)Introducingnewwordsthroughcontext-onlywithoutexplanation.

B)Usingflashcardsexclusivelyformemorization.

C)Providingmultipleexamplesandauthenticusageinsentences.

D)Relyingsolelyondefinitionsfromdictionaries.

Answer:C解析:教授高中學生高級詞匯時，最有效的策略是通過多種示例和真實的句子使用來提供詞匯。這種方法不僅能夠加深學生對詞匯的理解，還能幫助他們在實際語言環(huán)境中應用詞匯，從而提高他們的語言運用能力。10、InteachingadvancedEnglishliteraturetohighschoolstudents,whichofthefollowingbestfacilitatesdeepunderstandingandcriticalthinking?

A)Readingtheplotsummaryofthenoveltostudents.

B)Askingstudentstomemorizekeypassagesbyheart.

C)Employingavarietyofactivitieslikegroupdiscussions,role-plays,andessaywritingtoexplorethemesandcharacters.

D)Focusingsolelyontheauthor’sbiographyandbackground.

Answer:C解析:在教授高中英語文學時，通過小組討論、角色扮演和文章寫作等多種活動來探討主題和人物形象，最有利于培養(yǎng)學生的深度理解和批判性思維。這些活動可以促進學生之間的交流，幫助學生從多個角度分析文本，從而提高他們的分析和批判能力。11.InahighschoolEnglishclass,theteacherwantstoengagestudentsinadiscussionaboutthethemesofKipling’s“TheWhiteMan’sBurden.”Whichofthefollowingstrategiesismosteffectiveforachievingthis?Beginthelessonwithagroupactivitythatasksstudentstodefinetheterm“imperialism.”Readthetextaloudandpauseperiodicallyforthestudentstosummarizethethemesdiscussedsofar.Handoutcopiesofthetextandassignindividualstudentstoanalyzeandpresentdifferentperspectivesonthethemestotheclass.Showavideoclipofafamousspeechdiscussingsimilarissuesandaskstudentstodiscusstheirthoughtsaftertheclip.Answer:C)Handoutcopiesofthetextandassignindividualstudentstoanalyzeandpresentdifferentperspectivesonthethemestotheclass.Explanation:Byhavingeachstudentanalyzeandpresentadifferentperspective,theteacherpromotesactivelearningandthoroughengagementwiththetext,whichislikelytoleadtoamoreprofounddiscussion.AandBdonotpromotedeepanalysisanddiscussion,whileDisadifferenttopicandmaynotsuitablyengagethestudent’sunderstandingoftheoriginaltext.12.Whatisoneofthemainpurposesofusingtask-basedlanguageteachinginahighschoolEnglishclassroom?Toteachstudentsthenecessaryvocabularyandstructurestopassthestandardizedexams.Toprovideapracticalandreal-worldcontextforlanguageuseandencouragestudentautonomy.Toassessstudents’readinessfortheuniversitybyexaminingtheircriticalthinkingandresearchskills.Toengagestudentsinacompetitive,memorization-basedlearningenvironment.Answer:B)Toprovideapracticalandreal-worldcontextforlanguageuseandencouragestudentautonomy.Explanation:Task-basedlanguageteachingfocusonrealistic,meaningfulactivitiesthatallowstudentstouseEnglishincontext,thusemphasizingbothcommunicationandlearningautonomy.Theotheroptionsdonotalignwiththecoregoalsoftask-basedapproaches.13、Theteacherinthevideoencouragesstudentstothinkcriticallybyaskingopen-endedquestions.Whichofthefollowingisthemostappropriatestrategyforassessingthestudents’understandingofthematerial?Multiple-choicequestionsTrueorfalsestatementsMatchingexercisesExtendedresponsequestionsAnswer:D)ExtendedresponsequestionsExplanation:Extendedresponsequestionsallowstudentstoexpresstheirthoughtsandunderstandinginamoredetailedmanner,whichisidealforassessingcriticalthinkingskills.14、InthecontextofteachingEnglish,whichofthefollowingisasignificantadvantageofusingauthenticmaterialsintheclassroom?TheyaremorechallengingforstudentsTheyarelesslikelytobeculturallyrelevantTheyrequirealotofpreparationandresourcesTheyprovidereal-lifelanguageuseandauthenticcontextsAnswer:D)Theyprovidereal-lifelanguageuseandauthenticcontextsExplanation:Authenticmaterials,suchasnewspapers,magazines,andvideos,exposestudentstoreal-lifelanguageuseandsituations,whichhelpsthemdeveloptheirlanguageskillsinamorepracticalandmeaningfulway.15、WhichofthefollowingbestdescribesthepurposeofteachingadjointverbsinEnglishgrammar?Toenhancestudents’abilitytoexpresstemporalrelationships.Toimprovestudents’capacityforconstructingcomplexsentences.Toenablestudentstodescribeweatherconditions.Tohelpstudentsunderstandcolloquialexpressions.Answer:A)Toenhancestudents’abilitytoexpresstemporalrelationships.Explanation:Adjointverbs,suchas“before,”“after,”“when,”and“while,”areusedtoindicatethesequenceorrelationshipbetweeneventsintime.Theyareessentialforexpressingtemporalrelationships,makingoptionAthebestanswer.16、WhichofthefollowingisNOTacommonmethodforassessingstudents’readingcomprehensionskillsinhighschoolEnglish?Multiple-choicequestionsaboutthetext.Summarizationexercises.Dictationofpassages.Readingjournalsorlogs.Answer:C)Dictationofpassages.Explanation:DictationofpassagesisnottypicallyusedtoassessreadingcomprehensionskillsinhighschoolEnglish.Othermethodslikemultiple-choicequestions,summarizationexercises,andreadingjournalsorlogsaremorecommonlyusedtoevaluatestudents’understandingofthematerialtheyhaveread.17.Teachereducationisbecomingincreasinglyimportantinthe21stcenturybecause:A.scienceandtechnologyareadvancingrapidly.B.teachershortagesarecommonindevelopingcountries.C.teachingisbecomingmoreadministrative.D.studentsneedmorepersonalizedinstructioninclass.答案：A解析：ThecorrectanswerisAbecausetheincreasingcomplexityandrapidadvancementsinscienceandtechnologyrequireteacherswhoarewell-equippedwiththenecessaryknowledgeandskillstoadapttothesechangesandpreparestudentsforatechnology-drivenfuture.18.Inacollaborativelearningactivity,studentsworkingroupstocompleteataskorsolveaproblem.WhichofthefollowingisNOTabenefitofcollaborativelearning?A.Improvedcriticalthinkingskills.B.Increasedmotivationamongstudents.C.Enhancedsocialandemotionaldevelopment.D.Improvedacademicperformancethroughindividualeffort.答案：D解析：ThecorrectanswerisDbecausecollaborativelearningfocusesonthecollectiveeffortofthegroup,notindividualcontributions.Whilestudentsmayindeedseetheirownacademicperformanceimprove,itisnotsuperiortocollaborativelearning;instead,itreflectstheindirectbenefitsofcollaborativeEngagement.19.Thesentence“Thebookisasinterestingasthemovie.”isanexampleofwhichsentencestructure?A.SimpleB.CompoundC.ComplexD.Compound-complexAnswer:C.ComplexExplanation:Acomplexsentencecontainsoneindependentclauseandatleastonedependentclause.Inthegivensentence,“Thebookisasinterestingasthemovie.”istheindependentclause,andthedependentclauseisimpliedbythecomparison,makingitacomplexsentence.20.Whatisthemainpurposeofthefollowingsentenceinanarrative:“Ilookedupfrommybookandsawtheskydarkeningrapidly.”?A.ToprovidebackgroundinformationB.ToestablishthemaincharacterC.TocreatesuspenseD.ToexplainthesettingAnswer:C.TocreatesuspenseExplanation:Thepurposeofthissentenceistocreatesuspenseforthereaderbysuggestingasuddenchangeintheenvironment,whichcanleadtoanunexpectedeventorsituation.Thisbuildsanticipationandkeepsthereaderengagedinthestory.21、ThemainpurposeofemployingthePPP(Presentation,Practice,Production)modelinEnglishlanguageteachingistoensurethat:A、Theteacherpresentsthelanguagestructureandthenstudentspracticeitincontrolledactivitiesbeforefreelyusingitincommunicativetasks.B、Studentslearnthelanguagestructurethroughintensivereading.C、Studentscanuseauthenticlanguagematerialsfortheirlearning.D、Theclassroomenvironmentiscomfortableandrelaxed.Answer:A

Explanation:ThePPP(Presentation,Practice,Production)modelisawell-knownapproachinlanguageteachingwheretheteacherfirstpresentsthetargetlanguageincontext.Thisisfollowedbysomecontrolledpracticeandthenfreerproductionofthelanguage.Thissequencehelpslearnerstofirstrecognizeandunderstandthelanguage,thenapplyitinstructuredactivities,andfinallyuseitfluentlyinnaturalconversations.Therefore,optionAiscorrect.22、InthecontextofEnglishgrammarteaching,theteachershouldfocusonenhancingstudents’abilityto:A、TranslatelanguagefromtheirmothertongueintoEnglish.B、Recitegrammarrulesfromatextbook.C、Uselanguageaccuratelyandappropriatelyincommunication.D、Memorizealargenumberofvocabularywords.Answer:C

Explanation:Englishgrammarteachingshouldaimathelpingstudentsnotjusttomemorizerulesbuttousethelanguagecorrectlyandappropriatelyinreal-lifecontexts.Therefore,optionC,whichemphasizestheapplicationofthelanguageincommunication,isthemostaccuratefocusforgrammarteaching.23、Whatisthemainpurposeofthefirstparagraphinthefollowingpassage?Tointroducetheimportanceofmaintainingahealthydiet.Todescribethesymptomsofaspecifichealthcondition.Tosummarizethefindingsofarecentnutritionalstudy.Toprovideastep-by-steprecipeforapopulardish.Answer:A解析：Thefirstparagraphmainlyfocusesontheimportanceofmaintainingahealthydiet,settingthestageforthediscussionofotherrelatedtopics.OptionsB,C,andDarenottheprimaryfocusoftheparagraph.24、Inthefollowingsentence,whichwordfunctionsasaconjunction?“Theteachercarefullyplannedthelesson,andthestudentswereengagedthroughout.”CarefullyPlannedAlsoThroughoutAnswer:C解析：Theword“and”inthesentenceisacoordinatingconjunctionthatconnectstwoindependentclauses.OptionsA,B,andDarenotconjunctions;theyareadverbs,averb,andanadverbrespectively.25、Thesentence“ThebookwassofascinatingthatIcouldn’tputitdown.”usestheverb“putdown”ina(n)_______sense.A.literalB.metaphoricalC.idiomaticD.figurative答案：C解析：Inthissentence,“putdown”isusedinanidiomaticsense,meaningtostopreadingortostoppayingattention.Thesentenceimpliesthatthebookwassoengagingthatthespeakerwasunabletostopreadingit.26、Inthefollowingsentence,whichwordisanadverbmodifyingtheverb“describe”?“Theteacher___________herstudents’paintingsinaverycreativeway.”A.describesB.creativeC.paintingsD.very答案：D解析：Theword“very”isanadverbmodifyingtheverb“describe.”Itisusedtointensifythemannerinwhichthepaintingsaredescribed,suggestingthattheteacher’sdescriptionwasdoneinaparticularlycreativeway.27、WhichofthefollowingbestdescribesthemainpurposeofthepassivevoiceintheEnglishlanguage?A.Toemphasizethedoeroftheaction.B.Toplaceemphasisonthereceiveroftheaction.C.Tofocusonthetimeoftheaction.D.Toindicatethemethodoftheaction.Answer:B.Toplaceemphasisonthereceiveroftheaction.解析：Thepassivevoiceisoftenusedtoemphasizethereceiveroftheactionratherthanthepersonorthingdoingtheaction.Itisparticularlyusefulwhentheagent(thepersonorthingdoingtheaction)isunknown,unimportant,orimplied.Forexample,“ThebookwasreadbySarah”emphasizesthebookasthereceiveroftheaction,while“Sarahreadthebook”emphasizesSarahasthedoeroftheaction.28、Whichteachingstrategywouldbestencouragestudentstoengageincriticalthinkingandextendtheirunderstandingofaliterarytext?A.Quizstudentsonspecificfactsanddetailsfromthetext.B.Encouragestudentstowriteasummaryoftheplot.C.FacilitateaSocraticSeminarwherestudentsdiscussandanalyzethetext.D.Havestudentscreatemultiple-choicequestionsbasedonthetext.Answer:C.FacilitateaSocraticSeminarwherestudentsdiscussandanalyzethetext.解析：FacilitatingaSocraticseminarcanencouragestudentstoengageincriticalthinkingandexploremultipleinterpretationsofthetext.Thisstrategyallowsstudentstodiscussandanalyzethetextindetail,encouragingthemtothinkdeeplyaboutthemes,characters,andtheoverallmessage.29、AccordingtotheNationalCurriculumStandardsforEnglishTeachinginChina,whichofthefollowingisnotthegoalofEnglishlanguageteachinginhighersecondaryschools?A.Toimprovestudents’comprehensiveEnglishcompetenceB.Toenhancestudents’abilitytolearnindependentlyC.Topromotestudents’criticalthinkingskillsD.TofocusonthelinguisticaspectsofEnglish答案：D解析：根據(jù)《中國英語教學國家標準》，高中英語教學的目標包括提高學生的英語綜合運用能力、自主學習和批判性思維能力等。而單純關注語言技巧（linguisticaspects）并不是教學的主要目標，故選D。30、Inalessonaboutidiomaticexpressions,theteacherwantstoelicitthemeaningof“hitthenailonthehead”.Whichofthefollowingactivitiesismostappropriateforthispurpose?A.TranslationpracticeB.Role-playC.GroupdiscussionsD.Vocabularyguessinggame答案：D解析：在這種情況下，組織詞匯猜謎游戲（vocabularyguessinggame）是最適合的活動。通過游戲的方式，學生可以在猜測表達意思的過程中更好地理解該習語，同時增加課堂趣味性。其他選項的方法雖然也有助于語言學習，但在此情境下不如詞匯猜謎游戲直接有效。二、簡答題（20分）Question:

IntheteachingofEnglishasaforeignlanguage,howcanteacherseffectivelyincorporateculturalelementsintotheirlessonstoenhancestudents’languagelearningexperience?Answer:

ToeffectivelyincorporateculturalelementsintoEnglishlessons,teacherscanconsiderthefollowingstrategies:1.Introduceauthenticculturalmaterials:Utilizesongs,movies,advertisements,andarticlesfromvariousEnglish-speakingcountriestoprovidestudentswithaglimpseintotheculturalcontextofthelanguagetheyarelearning.Thiscanhelpstudentsconnectlanguagewithreal-lifesituationsandunderstandtheculturalnuances.2.Discussculturaldifferences:Compareandcontrastculturalnorms,values,andpracticesbetweenthestudents’owncultureandthetargetlanguageculture.Thisencouragescriticalthinkingandfostersrespectfordifferentcultures.3.Useculturalactivities:Organizeactivitiesthatrequirestudentstoengagewithculturalelements,suchascookingrecipes,traditionalgames,orcelebratingholidaysfromEnglish-speakingcountries.Theseactivitiescanhelpstudentslearnlanguagewhilealsoexperiencingtheculturefirsthand.4.Integrateculturaltopicsintocurriculum:Incorporateculturalthemesintolessonplans,suchassocialissues,history,andliteraturefromEnglish-speakingcountries.Thisallowsstudentstoexplorethelanguagewithinameaningfulcontext.5.Encourageculturalexchange:Encouragestudentstosharetheirownculturalexperiences,stories,andtraditionswiththeclass.Thispromotesasenseofcommunityandallowsstudentstolearnfromoneanother.6.Usemultimediaresources:Incorporatevideos,podcasts,andonlineresourcesthatfocusonculturaltopicstoprovideadditionalcontextandstimulatestudents’interest.7.Bemindfulofculturalsensitivity:Whileintroducingculturalelements,teachersshouldbemindfuloftheirstudents’backgroundsandensurethatthecontentisappropriateandrespectful.Byincorporatingthesestrategies,teacherscancreateamoreengagingandculturallyrichlearningenvironment,ultimatelyenhancingstudents’languagelearningexperience.Explanation:

ThisquestionfocusesontheimportanceofculturalintegrationinEnglishlanguageteaching.Theanswerprovidesacomprehensivelistofstrategiesthatteacherscanemploytomaketheirlessonsculturallyrelevantandengaging.Thesestrategiesemphasizetheuseofauthenticmaterials,discussionofculturaldifferences,andactivitiesthatallowstudentstoexperienceculturefirsthand.Additionally,theanswerhighlightstheimportanceofbeingculturallysensitiveandpromotingculturalexchangeamongstudents.三、教學情境分析題（30分）TeachingScenarioQuestion:Scenario:

MissLi,anewlyappointedEnglishteacherataseniorhighschool,isabouttoteachthetopicof“Shakespeare’sMacbeth”toaclassof18-year-oldstudents.ShefindsthatherstudentshavelittlebackgroundknowledgeofShakespeareandhavenotreadanyofhisworksbefore.Shedecidestodividetheclassintofourgroupsanduseaninteractivelearningapproachtoengagethem.Eachgroupwillfocusonadifferentactoftheplay,andtheywillprepareashortpresentationontheiract,includingkeythemesandcharacteranalysis.Task:

Analysetheteachingscenariogivenaboveandprovideyourcommentson:1.Theappropriatenessoftheteachingmethod(groupworkandpresentation)inthiscontext.2.ThepotentialchallengesthatMissLimightfacewhileimplementingthismethod.3.Suggestedmodificationstoenhancetheeffectivenessofthelesson.Answer:1.AppropriatenessoftheTeachingMethod:InteractivityandEngagement:DividingtheclassintogroupsandhavingeachgrouppresentapartofMacbethisaneffectivemethodthatenhancesstudentengagement.Itallowsforamoreactiveandparticipatoryclassroomenvironment,whichissuitableforseniorhighschoolstudents.CollaborativeLearning:Groupworkfosterscollaborativeskillsandencouragesstudentstolearnfromoneanother.Thisapproachalignswithmoderneducationalpracticeswhichemphasizeactivelearningandcooperativelearning.VarietyofLearningStyles:Differentstudentshavedifferentlearningstyles,andgrouppresentationscancatertovariouslearningstylessuchasauditory,visual,andkinesthetic,therebyimprovingoverallcomprehensionandretention.2.PotentialChallenges:UnevenWorkDistribution:Studentsmightnotdividetheworkequally,leadingtosomegroupmembersbeingmoreactiveandengagedthanothers.SkillLevelDifferences:StudentswithstrongerEnglishproficiencymightdominatethediscussion,leavinglessconfidentstudentsfeelingexcludedoruncertain.ManagementIssues:Coordinatingallgroupsandensuringsmoothtransitionsbetweenpresentationscanbechallengingfortheteacher.EnsuringComprehensionandDepth:Ensuringthatallgroupsadequatelyunderstandthethemesandcharacteranalysiswithoutbecomingtoosuperficialcanbedifficult.3.SuggestedModifications:PreparationandSupervision:Provideclearguidelinesonhowthepresentationsshouldbestructuredandensureactivesupervisionduringthepreparationphasetopreventunevenworkdistribution.BalancedParticipation:Encouragebalancedparticipationbyusingsmallergroupsizesorassigningspecificroleswithineachgrouptoensureallstudentscontribute.ActiveEngagementfromtheTeacher:Throughoutthepresentations,activelymonitorthediscussionsandprovidefeedbackthatguidesstudentstowardsadeeperunderstanding.PreliminaryActivities:StartwithbriefintroductoryactivitiestobuildfoundationalknowledgeaboutShakespeareandhisworks,whichcanhelppreparestudentsforthegroupproject.AssessmentandFeedback:Implementastructuredfeedbackmechanismwheretheteacherandpeerscanprovideconstructivecommentsonthepresentations,helpingstudentsreflectontheirlearning.Analysis:Thequestionrequiresanin-depthanalysisofvariousaspectsofteachingmethodology,addressingnotonlytheappropriatenessbutalsopotentialchallengesandsolutions.Theprovidedansweraddresseseachpartcomprehensively,offeringpracticalsuggestionsforimprovement.Thistypeofquestionalignswellwiththegoalsofateachingandsubjectknowledgeexamination,assessingthedepthofunderstandingandtheabilitytoadaptteachingstrategieseffectively.四、教學設計題（40分）Question:

DesignacomprehensivelessonplanforaSeniorHighSchoolEnglishclassfocusedonthetopicof“GlobalWarming”todevelopstudents’readingcomprehension,criticalthinking,anddiscussionskills.Thelessonshouldincludepre-reading,reading,post-readingactivities,andassessmentmethods.Pre-reading: