2025年教師資格考試高級中學(xué)學(xué)科知識與教學(xué)能力英語試卷及解答參考

2025年教師資格考試高級中學(xué)英語學(xué)科知識與教學(xué)能力自測試卷及解答參考一、單項選擇題（本大題有30小題，每小題2分，共60分）1、Inthefollowingsentence,whichwordisanadverbmodifyingtheverb“do”?A.quicklyB.veryC.muchD.well答案：A解析：Theword“quickly”isanadverbthatmodifiestheverb“do”byindicatinghowtheactionisperformed.Theotheroptionsareadverbsofdegree(very,much)oranadverbialphrase(well),buttheydonotdirectlymodifytheverb“do”intermsofmanner.2、Choosethecorrectverbformtocompletethesentencebelow:Thestudents__________(be)excitedabouttheupcomingfieldtrip.A.isB.areC.beenD.being答案：B解析：Thesubject“students”isplural,sothecorrectformoftheverbtouseis“are,”makingthecorrectsentence“Thestudentsareexcitedabouttheupcomingfieldtrip.”O(jiān)ptionA(“is”)isthesingularformandwouldnotbeappropriateforapluralsubject.OptionC(“been”)isthepastparticipleandwouldnotfitinthepresenttensecontext.OptionD(“being”)isagerundandwouldnotcorrectlycompletethesentenceinthiscontext.3、WhatisthemostsuitableteachingmethodforteachingthepresentperfecttenseinEnglishtohighschoolstudents?A.Grammar-TranslationMethodB.DirectMethodC.Task-BasedLearningD.CommunicativeApproachAnswer:D.CommunicativeApproachExplanation:TheCommunicativeApproachfocusesoncommunicationandinteraction,whichisthebestwaytohelpstudentsunderstandandpracticethepresentperfecttense.Byengaginginreal-lifeconversations,studentscanpracticeformingandusingthepresentperfecttensenaturally.4、IntheteachingofEnglishliterature,whichofthefollowingstrategiesismosteffectiveforpromotingstudents’criticalthinkingskills?A.ReadingaloudandsummarizingthemainpointsB.ProvidingdetailedexplanationsofthetextC.EncouragingstudentstoanalyzethecharactersandthemesD.AssigningmemorizationtasksAnswer:C.EncouragingstudentstoanalyzethecharactersandthemesExplanation:EncouragingstudentstoanalyzecharactersandthemesinEnglishliteraturecanenhancetheircriticalthinkingskills.Byexaminingthetextfromdifferentperspectivesandmakingconnectionstotheirownexperiences,studentscandevelopadeeperunderstandingofthetextandimprovetheiranalyticalabilities.5、Thesentence“Shesangbeautifully.”canbetransformedintoaninterrogativesentencebyusingtheword“didn’t”.Whichofthefollowingisthecorrecttransformation?A.Shedidn’tsingbeautifully.B.Shedidn’tsingingbeautifully.C.Didn’tshesingbeautifully?D.Didn’tshesingingbeautifully?Answer:C

Explanation:Toformanegativeinterrogativesentence,weuse“didn’t”followedbythesubjectandtheverbinitsbaseform.Thecorrectstructureis“Didn’t+subject+verb?”Therefore,optionCisthecorrecttransformation.6、Inthesentence“Thestudentswerestudyinginthelibrarywhenthebellrang,”whichpartofspeechis“thebell”?A.NounB.VerbC.AdjectiveD.AdverbAnswer:A

Explanation:“Thebell”isanounbecauseitisaperson,place,thing,orideathatcanbenamed.Inthissentence,“thebell”referstoaspecificobject,soitisclassifiedasanoun.7、Theteacherintroducedanewvocabularywordtotheclass.Whichofthefollowingactivitieswouldbethemostappropriatetohelpstudentslearntheword?A.Readingapassageaboutthewordinatextbook.B.Discussingthewordwithapartnerandgivingexamples.C.Watchingavideoclipthatincludestheword.D.Completingaworksheetfulloffill-in-the-blanks.Answer:B

Explanation:Discussingthewordwithapartnerandgivingexamplesisthemosteffectiveactivityasitencouragesstudentstoactivelyengagewiththenewvocabulary,useitincontext,andreinforcetheirlearningthroughinteraction.8、Inalessononsentencestructure,theteacherwantstodemonstratethedifferencebetweensimpleandcomplexsentences.Whichofthefollowingteachingstrategiesismostsuitableforthispurpose?A.Presentingalistofsimpleandcomplexsentencesandaskingstudentstoclassifythem.B.Readingastoryaloudandstoppingtoexplainthestructureofeachsentence.C.Usingagraphicorganizertovisuallyshowthedifferencebetweenthetwotypesofsentences.D.Assigningawritingtaskwherestudentsmustcreatebothasimpleandacomplexsentence.Answer:C

Explanation:Usingagraphicorganizeristhemostsuitableteachingstrategyasitprovidesavisualrepresentationofthedifferencebetweensimpleandcomplexsentences,makingiteasierforstudentstounderstandandremembertheconcepts.9、Thefollowingsentencecontainsamisplacedmodifier.Whichwordorphraseshouldbemovedtocorrectthesentence?A.Afterreadingthebook,Ihadabetterunderstandingofthestory.B.Afterreadingthebook,Ihadabetterunderstanding.C.Ihadabetterunderstandingofthestory,afterreadingthebook.D.Ihadabetterunderstanding,afterreadingthebook.Answer:CExplanation:Themisplacedmodifier“Afterreadingthebook”suggeststhattheactionofreadingthebookisthereasonforthebetterunderstanding,whichisnottheintendedmeaning.Bymoving“afterreadingthebook”tofollow“Ihadabetterunderstanding,”thesentenceclearlystatesthatthebetterunderstandingwasgainedafterreadingthebook.10、Whichofthefollowingsentencesusesasplitinfinitive?A.Shequicklydecidedtogotothestore.B.Shedecidedtoquicklygotothestore.C.Shedecidedquicklytogotothestore.D.Shedecidedtogoquicklytothestore.Answer:CExplanation:Asplitinfinitiveoccurswhentheword“to”isplacedbetweentheverbandtheadverb.Inthiscase,“quickly”shouldcomedirectlyafter“todecide,”makingoptionCthecorrectanswer.Theotheroptionsdonotcontainasplitinfinitive.11.WhatistheprimarypurposeofusingajigsawcooperativelearningstrategyintheEnglishclassroom?ToenhancestudentunderstandingofgrammarrulesToimprovestudents’speakingskillsToencouragestudentstoworkingroupsanddividerolesTopracticereadingcomprehensionAnswer:CExplanation:Thejigsawcooperativelearningstrategyisdesignedtoencouragestudentstoworkingroupsanddivideroles,wheretheylearndifferentpartsofatopicandthencometogethertosharetheirknowledge.Thisstrategypromotesactivelearningandgroupcollaboration.12.Whichofthefollowingisthebestexampleofaformativeassessmenttechniquethatcanbeusedtomonitorstudents’progressinlearninganewvocabularylist?AsummativetestattheendoftheunitAteacherobservationofstudentsduringagroupdiscussionAmultiple-choicequizgivenatthebeginningoftheunitAself-assessmentrubriccompletedbystudentsaftereachclassAnswer:BExplanation:Formativeassessmentisusedtomonitorstudents’progressduringthelearningprocess.Teacherobservationofstudentsduringagroupdiscussionisaformativeassessmenttechniquethatallowstheteachertoassesshowwellstudentsareengagingwiththenewvocabularyandworkingtogethertounderstandanddiscussthecontent.Thismethodprovidesimmediatefeedbackandallowsforadjustmentstoteachingstrategiesasneeded.13、Whatisthecorrectverbformtouseinthefollowingsentencetoindicatethepresentperfectcontinuoustense?A.He_______hasbeenteachingEnglishfor10years.B.He__________isteachingEnglishfor10years.C.He______hastaughtEnglishfor10years.D.He__________wasteachingEnglishfor10years.Answer:A

Explanation:Thepresentperfectcontinuoustenseisusedtodescribeanactionthatstartedinthepastandisstillcontinuingatthepresentmoment.Thecorrectformfortheverbis“hasbeen+thepresentparticipleoftheverb.”Inthiscase,thecorrectverbformis“hasbeenteaching.”14、Choosethecorrectsentencetocompletethefollowingdialogue:A:Ican’tfindmybook.Haveyouseenit?

B:Yes,I_______itonthedeskearlier.A.hadputB.haveputC.putD.wasputtingAnswer:A

Explanation:Thesentencerequiresthepastperfecttensetoindicatethattheactionofputtingthebookonthedeskhappenedbeforetheotherpastactionmentionedinthedialogue.Thecorrectformis“hadput.”Therefore,thecompletedialoguewouldbe:“A:Ican’tfindmybook.Haveyouseenit?B:Yes,Ihadputitonthedeskearlier.”15.Thesentence“ThebookissointerestingthatIcouldn’tputitdown.”emphasizeswhichofthefollowingaspectsofthebook?A.Thebookisdifficulttounderstand.B.Thebookisveryimportant.C.Thebookisentertainingandcaptivating.D.Thebookiswell-written.Answer:CExplanation:Thephrase“couldn’tputitdown”isacommonEnglishidiomthatmeanssomethingissoengagingthatthepersoncannotstopdoingit.Therefore,theemphasisisonthebook’sentertainingandcaptivatingqualities.16.Inthefollowingsentence,whichwordisanadjectiveandwhichisanadverb?“Thestudentsspokequicklyandclearlyabouttheproject.”A.quickly-adjective,clearly-adverbB.quickly-adverb,clearly-adjectiveC.quickly-adjective,clearly-adverbD.quickly-adverb,clearly-adverbAnswer:BExplanation:“Quickly”isanadverbthatdescribesthemannerinwhichthestudentsspoke,while“clearly”isanadjectivethatdescribesthequalityoftheirspeech.Therefore,thecorrectansweristhat“quickly”isanadverband“clearly”isanadjective.17.Theteacherisusinga________tohelpstudentsimprovetheirpronunciation.A.taperecorderB.blackboardC.textbookD.computerAnswer:A.taperecorderExplanation:Ataperecorderisadevicethatcanrecordandplaybackaudio,whichmakesitusefulforpracticingpronunciation.Theotheroptions,whilevaluableteachingtools,arenotspecificallydesignedforpronunciationpractice.18.WhichofthefollowingisNOTaneffectivestrategyforpromotingcriticalthinkingintheEnglishclassroom?A.EncouragingstudentstoaskquestionsB.Providingclear,conciseinstructionsC.UsingavarietyofteachingmethodsD.AssigninggroupprojectsAnswer:B.Providingclear,conciseinstructionsExplanation:Whileclearandconciseinstructionsareimportantforeffectiveteaching,theyarenotspecificallyaimedatpromotingcriticalthinking.Encouragingquestions,usingdiverseteachingmethods,andassigninggroupprojectsareallstrategiesthatcanenhancecriticalthinkingskills.19.Theteacherisdemonstratinganewtechniquetothestudents.Whichofthefollowingphrasesbestdescribestheteacher’sapproach?“Let’strythisnewmethod,andwe’llseehowitworks.”“Thisisthetraditionalwaywe’vealwaysdoneit.”“Idon’tthinkthisnewtechniquewillwork;let’ssticktotheoldmethods.”“We’venevertriedthisbefore,solet’snotwasteourtime.”Answer:AExplanation:Thephrase“Let’strythisnewmethod,andwe’llseehowitworks.”indicatesanopenandinnovativeapproachtoteaching,whichisinlinewithdemonstratinganewtechnique.Theotheroptionssuggestresistancetochangeoralackofwillingnesstoexperimentwithnewmethods.20.InalessononShakespeare’s“RomeoandJuliet,”theteacherwantstoengagestudentsinadiscussionaboutthethemesofloveandconflict.Whichactivitywouldbemosteffectiveforachievingthisgoal?Asoloreadingoftheplaybyeachstudent.GrouppresentationsonthecharacterdevelopmentofRomeoandJuliet.Aclassdebateonwhetherloveisaforceforpeaceordestruction.Aworksheetthatsummarizestheplotandcharactersoftheplay.Answer:CExplanation:Aclassdebateonwhetherloveisaforceforpeaceordestructionwouldbemosteffectiveforengagingstudentsinadiscussionaboutthethemesofloveandconflict.Thisactivityencouragescriticalthinkingandpromotesadeeperunderstandingofthetext.Theotheroptionsaremorepassiveanddonotnecessarilypromotediscussionorcriticalanalysis.21.TheteacherisencouragingstudentstopracticetheirEnglishpronunciationintheclassroom.Whichofthefollowingactivitieswouldbemosteffectiveforthispurpose?Readingoutloudfromascript.Listeningtoarecordedstoryandrepeatingthephrases.Writingashortessayandpresentingittotheclass.Participatinginadebateaboutacurrentevent.Answer:B)Listeningtoarecordedstoryandrepeatingthephrases.Explanation:Listeningandrepeatingphrasesisadirectmethodofpracticingpronunciation,whichcanhelpstudentshearandmimicthecorrectsoundsandrhythmsofthelanguage.Thisactivityismorefocusedonpronunciationthantheotheroptions.22.InahighschoolEnglishclass,theteacherwantstopromotecriticalthinkingskills.Whichofthefollowingteachingstrategiesismostlikelytoachievethisgoal?Providingalistofvocabularywordsandaskingstudentstodefinethem.Readingapassageandaskingstudentstosummarizethemainpoints.Conductingagroupdiscussiononacomplexsocialissue.Showingavideoandaskingstudentstowriteabriefreview.Answer:C)Conductingagroupdiscussiononacomplexsocialissue.Explanation:Groupdiscussionsoncomplexsocialissuesencouragestudentstothinkcriticallyandconsidermultipleperspectives.Thisstrategyfostersdeeperunderstandingandanalysisofthetopic,aswellasthedevelopmentofcommunicationandcollaborativeskills.23、Inthefollowingsentence,whichwordisademonstrativepronoun?A.Thestudentsareplayinginthepark.B.Thisbookismine.C.Sheboughtanewdressforhersister.D.Theyareplanningtogotothemovies.Answer:B

Explanation:Inthisquestion,“This”isademonstrativepronounthatreferstoaspecificobjectorpersonmentionedearlier.Theotheroptionsarearticles(“The”)andpossessivepronouns(“mine”and“her”).24、Choosethewordthatbestcompletesthesentence.A.Theteacheraskedthestudentsto_______thehomeworkbeforeclass.B.Thestudents_______thehomeworkduringthebreak.C.After_______thehomework,thestudents_______tothelibrary.D.Theteacherhasgivenus_______homeworktodothisweek.Answer:A

Explanation:Thecorrectansweris“A”becausethesentenceisaskingforanactiontobecompletedbeforeclass.Theverb“complete”inthesentenceimpliesthattheaction(doingthehomework)needstobefinished.Theotheroptionsdonotfitthecontextaswell.“B”and“C”areinthepresentcontinuoustense,whichdoesnotfitthecontextofcompletingthehomeworkbeforeclass.“D”isinthepresentperfecttense,whichisnotappropriateforthissentenceasitisaskingforanactiontobedonebeforeclass.25.Thefollowingsentenceisanexampleofwhichtense?A.PresentSimpleB.PresentContinuousC.PastSimpleD.FuturePerfectAnswer:C.PastSimpleExplanation:ThePastSimpletenseisusedtodescribeactionsorstatesthatwerecompletedinthepast.Forexample,“Shevisitedthemuseumyesterday.”ThissentenceisinthePastSimplebecauseitreferstoanactionthathappenedinthepast.26.Whichofthefollowingisthecorrectwaytosay“Thestudentsaredoingtheirhomeworkrightnow”inthepassivevoice?A.Thehomeworkisbeingdonebythestudentsrightnow.B.Thestudentsaredoingtheirhomeworkrightnow.C.Theirhomeworkisbeingdonebythestudentsrightnow.D.Bythestudents,thehomeworkisbeingdonerightnow.Answer:A.Thehomeworkisbeingdonebythestudentsrightnow.Explanation:Thepassivevoiceisusedwhenthefocusisontheactionratherthanthedoeroftheaction.Inthiscase,thefocusisonthehomeworkbeingdone.Therefore,thecorrectpassiveformis“Thehomeworkisbeingdonebythestudentsrightnow.”27.Thefollowingsentencecontainsawordthatisincorrectlyused.Whichwordisit?A.Thestudents’performanceimprovedsignificantlyaftertheteacher’sinnovativeapproach.B.ThebookisacomprehensiveguidetothecomplexitiesoftheEnglishlanguage.C.Itisimperativethattheprincipaladdressestheissuesofstudentattendancepromptly.D.Thecurriculumwasrevisedtoincludemorepractical,hands-onactivities.Answer:CExplanation:Theword“imperative”isusedcorrectlyinthecontextofthesentence.Theotherwordsareusedcorrectlyaswell.However,thequestionasksfortheincorrectlyusedword,whichdoesnotexistinthegivenoptions.28.Choosethewordthatbestfitstheblankinthefollowingsentence:

Theteacher_______thestudentstoworkingroupsandcollaborateonprojects.A.advisedB.instructedC.encouragedD.requestedAnswer:CExplanation:Theword“encouraged”isthemostappropriatechoiceasitimpliesapositivereinforcementtomotivatethestudents.“Advised”impliesgivingprofessionaladvice,“instructed”suggestsgivingspecificordersorinstructions,and“requested”isapolitewayofaskingbutdoesnotcarrythesamemotivationaltone.29、Whichofthefollowingactivitiesismostlikelytoencouragestudents’criticalthinkinginanEnglishclass?A.CopyingdownthenotesprovidedbytheteacherB.ListeningtotheteacherexplaingrammarrulesC.ParticipatinginadebateonacontroversialtopicD.Completingafill-in-the-blankworksheetAnswer:C.ParticipatinginadebateonacontroversialtopicExplanation:Criticalthinkinginvolvesanalyzing,evaluating,andsynthesizinginformationtoformareasonedjudgment.Engaginginadebaterequiresstudentstothinkcriticallyaboutdifferentperspectives,formarguments,andrespondtoopposingviews,thusfosteringhigher-orderthinkingskills.30、InthecontextofteachingEnglishasaforeignlanguage,whichmethodemphasizeslearningthroughtheuseofauthenticmaterialsandreal-lifecommunicationsituations?A.Grammar-translationmethodB.Audio-lingualmethodC.CommunicativeapproachD.DirectmethodAnswer:C.CommunicativeapproachExplanation:Thecommunicativeapproachfocusesonenablinglearnerstocommunicateeffectivelyinreal-lifesituationsusingthetargetlanguage.Itencouragestheuseofauthenticmaterialsandsituationalcontextsthatmirrorreal-worldinteractions,promotingpracticallanguageskillsovermeregrammaticalaccuracy.二、簡答題（20分）Question:

Pleasedescribetheroleofvocabularyinstructioninthedevelopmentofstudents’readingcomprehensionskills.Howcanteacherseffectivelyintegratevocabularyteachingintoreadinglessons?Answer:

Vocabularyinstructionplaysacrucialroleinthedevelopmentofstudents’readingcomprehensionskills.Byacquiringnewvocabulary,studentsareabletounderstandthemeaningoftextsmoreaccurately,inferunknownmeanings,andconnectnewwordstotheirexistingknowledge.Herearesomewaysteacherscaneffectivelyintegratevocabularyteachingintoreadinglessons:1.Pre-teachingvocabulary:Teacherscanpreviewkeyvocabularytermsbeforereadingatexttohelpstudentsbuildbackgroundknowledgeandanticipatethecontent.Thiscanbedonethroughdirectinstruction,visualaids,orcontextclues.2.Usingcontextclues:Encouragestudentstousecontextclues,suchassynonyms,antonyms,andsentencestructure,todeducethemeaningsofunfamiliarwords.Thishelpsstudentsdeveloptheirinferentialskillsandbecomemoreconfidentintheirreading.3.Interactivevocabularyactivities:Engagestudentsinactivitiesthatallowthemtointeractwithnewvocabulary,suchaswordsearches,crosswordpuzzles,andmatchinggames.Thismakesvocabularylearningmoreenjoyableandmemorable.4.Vocabularynotebooks:Havestudentskeepavocabularynotebookwheretheycanrecordnewwords,theirmeanings,andexamplesfromthetext.Thisencouragesstudentstoreflectontheirlearningandreferbacktothewordsasneeded.5.Readingcomprehensionstrategies:Incorporatevocabularyintoreadingcomprehensionstrategies,suchassummarizing,questioning,andpredicting.Forexample,teacherscanaskstudentstosummarizeaparagraphusingnewvocabularywordsorpredicttheoutcomeofastorybasedonthemeaningsofunfamiliarwords.6.Collaborativelearning:Pairstudentsuporcreategroupstodiscussthemeaningsofnewvocabularywordsandhowtheyareusedinthetext.Thispromotescommunicationskillsandallowsstudentstolearnfromeachother.7.Regularreviewandpractice:Provideopportunitiesforstudentstoreviewandpracticenewvocabularywordsregularly.Thiscanbedonethroughquizzes,flashcards,orvocabularyteststoreinforcetheirlearning.Byeffectivelyintegratingvocabularyinstructionintoreadinglessons,teacherscansignificantlyenhancestudents’readingcomprehensionskillsandpromotetheiroveralllanguagedevelopment.三、教學(xué)情境分析題（30分）SectionIII:TeachingSituationAnalysisQuestion1

TeachingSituationDescription:Youareteachinga10th-gradeEnglishclass,andyouhavejustfinishedaunitonenvironmentalissues.Yournextlessonwillbefocusedonthetopicof“SustainableLiving.”Theaimistoraisestudents’awarenessabouthowindividualactionscancontributetosustainability.Youwanttoincorporateavarietyofactivitiesthatengagealltypesoflearners(visual,auditory,reading/writing,andkinesthetic)intheclassroom.Scenario:Duringthelesson,youplantointroduceanewvocabularyrelatedtosustainableliving,suchas“renewableenergy,”“carbonfootprint,”and“sustainability.”Youalsointendtouseashortvideothatdiscussestheimpactofhumanactivitiesontheenvironmentandhowadoptingasustainablelifestylecanhelpmitigatetheseeffects.Additionally,youhavepreparedagroupactivitywherestudentswillbrainstormandpresentwaystheirschoolcanbecomemoreenvironmentallyfriendly.Finally,youwanttoendthelessonwithareflectivewritingtaskwherestudentswillwriteaboutwhattheycandopersonallytolivemoresustainably.Question:PartA:Describeaneffectivewaytointroducethenewvocabularytoensurethatitismemorableandengagingforthestudents.PartB:Howwouldyoudesignthegroupactivitytomaximizeparticipationandcriticalthinkingamongstudents?PartC:Whatkindofquestionsorpromptscouldyougiveforthereflectivewritingtasktoencouragedeepreflectionandpersonalconnectiontothetopic?AnswerandExplanation:PartA-IntroducingVocabulary:Answer:AneffectivemethodtointroducenewvocabularyisthroughaVocabularyCarousel.Dividethekeyterms(“renewableenergy,”“carbonfootprint,”“sustainability”)intostationsaroundtheclassroom.Ateachstation,placevisualaids,definitions,andreal-lifeexamples.Studentsrotateinsmallgroups,spendingafewminutesateachstationtointeractwiththematerials.Tomakeitmoreengaging,includemultimediaelementslikeshortclipsorinteractiveappsthatdemonstratetheconcepts.Aftercompletingthecarousel,gathertheclassforawhole-groupdiscussiontoreviewandreinforcethemeaningsofthewords.Explanation:Thisapproachcaterstodifferentlearningstylesbyincorporatingvisual,auditory,andkinestheticelements.Therotationensuresthatstudentsremainactiveandengaged,whilethefollow-updiscussionhelpsconsolidatetheirunderstanding.PartB-DesigningtheGroupActivity:Answer:Forthegroupactivity,assignroleswithineachgroupsuchasaResearcher,Recorder,Presenter,andTimekeeper.Provideastructuredworksheetwithguidingquestionsthatpromptstudentstothinkcriticallyaboutspecificareaswheretheirschoolcanimprove(e.g.,wastemanagement,energyuse,transportation).Encouragethemtoresearchandproposepractical,actionablesolutions.Eachgroupthenpresentstheirideastotheclass,andtheclassvotesonthemostfeasibleandimpactfulsuggestions.Explanation:Assigningrolesensuresthateverystudenthasaclearresponsibility,whichincreasesengagementandaccountability.Thestructuredworksheetguidestheirthinking,andthepresentationandvotingprocesspromotecriticalthinkingandpublicspeakingskills.PartC-ReflectiveWritingTask:Answer:Forthereflectivewritingtask,providepromptsthatencouragestudentstoconnectthetopictotheirpersonallives.Someexamplepromptsinclude:“Describethreethingsyoucandoinyourdailylifetoreduceyourcarbonfootprint.”“Reflectonatimewhenyousawsomeonetakingactiontolivemoresustainably.Howdiditinspireyou?”“Writealettertoyourfutureself,explaininghowyouplantolivemoresustainablyandthereasonsbehindyourchoices.”Explanation:Thesepromptsrequirestudentstothinkdeeplyabouttheirownbehaviorsandmotivations.Byconnectingthetopictotheirpersonalexperiences,studentsaremorelikelytointernalizetheimportanceofsustainablelivingandtakeactionintheirdailylives.Thiscomprehensiveapproachensuresthatthelessonisnotonlyinformativebutalsointeractiveandthought-provoking,fosteringadeeperunderstandingandcommitmenttosustainablelivingamongstudents.四、教學(xué)設(shè)計題（40分）Question:Designa40-minutelessonplanforaseniorhighschoolEnglishclassfocusingonthethemeof“GlobalWarming.”Thelessonshouldincludeavarietyofactivitiestoengagestudentsinreading,speaking,listening,andwritingskills.Theclassshouldconcludewithagroupprojectwherestudentspresenttheirfindingsoneffectivestrategiestocombatglo