2025年教師資格考試初級中學面試英語試題及答案指導

2025年教師資格考試初級中學英語面試復習試題及答案指導一、結(jié)構(gòu)化面試題（10題）FirstQuestion“Pleasedescribeasituationwhereyouhadtoadaptyourteachingmethodstomeettheneedsofdiverselearnersinyourclassroom.Whatstrategiesdidyouemploy,andwhatwastheoutcome?”SuggestedAnswer:“InmypreviousroleasanEnglishteacheratSunshineJuniorHigh,IencounteredaclassroomcomposedofstudentswithvaryinglevelsofEnglishproficiency,rangingfromnativespeakerstothosewhowerejustbeginningtolearnthelanguage.Recognizingtheneedfordifferentiatedinstruction,Iimplementedseveralstrategiestoensurethatallstudentscouldengagewiththematerialattheirownlevel.Firstly,Icreatedtieredassignmentswherethesamecorecontentwaspresentedbutatdifferentlevelsofcomplexityanddepth.Forexample,whenwewerestudyingShakespeare’s‘RomeoandJuliet,’advancedlearnersreadpassagesdirectlyfromtheoriginaltext,whileintermediatelearnersworkedwithamoderntranslation,andbeginnersfocusedonkeythemesthroughsimplifiedscripts.Secondly,Iincorporatedcollaborativegroupworkwherestudentscouldsupportoneanother,allowingmoreproficientpeerstoassistthosewhowerestruggling,fosteringasenseofcommunityandsharedlearningexperiencewithintheclassroom.Lastly,Iutilizedtechnologysuchaseducationalappsandonlineresourceswhichallowedstudentstopracticetheirskillsattheirownpaceandreceiveimmediatefeedback.Theoutcomewashighlypositive,withallstudentsshowingimprovementintheirunderstandingofthesubjectmatter.Importantly,thisapproachalsoboostedtheconfidenceoflessproficientstudents,makingthemfeelincludedandcapable.”Analysis:“Thisresponsedemonstratesthecandidate’sawarenessofdiverselearningneedsandtheirabilitytoimplementpracticalsolutions.Byoutliningspecificstrategies(tieredassignments,groupwork,useoftechnology),thecandidateshowscreativityandresourcefulnessinadaptingteachingmethods.Thementionofapositiveoutcomewithimprovedstudentperformanceandincreasedconfidenceillustratestheeffectivenessoftheapproach.Thisanswereffectivelyshowcasesthecandidate’scommitmenttoinclusiveeducationpractices.”第二題Question:AsanEnglishteacherinajuniorhighschool,howwouldyoueffectivelyincorporatetechnologyintoyourlessonplanstoenhancestudentengagementandlearningoutcomes?Answer:1.InteractiveLearningPlatforms:IwouldintegrateinteractivelearningplatformssuchasKhanAcademy,Duolingo,oredXintomylessonplans.Theseplatformsofferengagingmultimediaresourcesthatcansupplementtraditionalteachingmethodsandcatertodifferentlearningstyles.2.FlippedClassroom:Iwouldadoptaflippedclassroomapproachwherestudentswatchinstructionalvideosathomeandcometoclasspreparedtoengageinactivitiesanddiscussions.Thisallowsformorehands-onlearningduringclasstime.3.EducationalApps:IwouldutilizeeducationalappslikeQuizlet,Kahoot,orNearpodtocreateinteractivequizzesandgamesthatcanmakevocabularybuildingandgrammarpracticemoreengagingandfun.4.OnlineCollaborationTools:IwouldencouragestudentstouseonlinecollaborationtoolssuchasGoogleClassroomorMicrosoftTeamsforgroupprojects,peerreviews,anddiscussions,whichcanenhancecriticalthinkingandcollaborativeskills.5.InteractiveWhiteboards:Byusinginteractivewhiteboards,Icancreatedynamiclessonsthatincludeinteractivequizzes,multimediapresentations,andreal-timefeedback,whichcankeepstudentsactivelyinvolvedinthelearningprocess.6.VirtualReality(VR)andAugmentedReality(AR):Tomakethesubjectmattermoreimmersiveandrelatable,IwouldexploretheuseofVRandARinEnglishlanguagelearning.Forexample,studentscouldexplorevirtualEnglish-speakingcitiesoruseARtobringliteraturetolife.7.BloggingandSocialMedia:Iwouldencouragestudentstocreateandmaintainclassblogswheretheycansharetheirwritingandreceivefeedbackfrompeersandteachers.Thiscanalsoextendlearningbeyondtheclassroomwallsbyusingsocialmediaplatformsforlanguageexchangeandculturalexploration.Explanation:Thekeytoincorporatingtechnologyeffectivelyintheclassroomistoensurethatitenhancesthelearningexperienceratherthanreplacingtraditionalteachingmethods.Byselectingappropriatetoolsandresources,teacherscancatertodiverselearningstyles,promoteactiveparticipation,andcreateamoredynamicandengaginglearningenvironment.Thechosentechnologiesshouldalsoalignwiththecurriculumobjectivesandsupportthedevelopmentoflanguageskillssuchaslistening,speaking,reading,andwriting.第三題Question:

AsanEnglishteacherforjuniorhighschoolstudents,howwouldyoudifferentiateyourteachingmethodsforstudentswithdifferentlearningstyles,suchasvisual,auditory,andkinestheticlearners?Answer:1.IdentifyLearningStyles:Todifferentiateteachingmethodseffectively,Iwouldfirstidentifythelearningstylesofmystudents.Thiscanbedonethroughinformalobservations,assessments,anddiscussionswithstudents.Iwouldlookforsignsofvisual,auditory,andkinestheticpreferencesintheirworkandinteractions.2.VisualLearners:Usevisualaids:Charts,graphs,diagrams,andvideostoillustrateconcepts.Createvisualschedules:Usevisualtimelinesorcalendarstoorganizelessonsandactivities.Handoutsandnotes:Provideclear,well-organizedhandoutswithbulletpointsandimages.3.AuditoryLearners:Pairstudentsfordiscussions:Encouragepairworkorgroupdiscussionstoenhancelisteningandspeakingskills.Recordlessons:Ifpossible,recordkeypointsandplaythembackduringclassforreinforcement.Usesongsandrhymes:Incorporatemusicandrhymestohelpstudentsremembervocabularyandgrammarrules.4.KinestheticLearners:Incorporatemovement:Usegestures,mime,androle-playingtoengagekinestheticlearners.Hands-onactivities:Designlessonsthatinvolvephysicalmovement,suchasgames,experiments,andfieldtrips.Usemanipulatives:Providetangibleobjectsormaterialsthatstudentscantouchandmanipulatetolearnnewconcepts.5.FlexibleTeachingTechniques:Offermultiplechoicequestionswithvisualcuesforvisuallearners.Provideaudiorecordingsorpodcastsforauditoryreinforcement.Createkinestheticworksheetswithactivitiesthatrequirestudentstomoveormanipulateobjects.6.ClassroomEnvironment:Arrangetheclassroomtocatertodifferentlearningstyles.Forexample,haveareaswherestudentscansitanddiscuss,areaswithvisualmaterials,andspacesformovement.Rotateactivitiestoensurethatallstudentshaveopportunitiestoengagewiththecontentintheirpreferredstyle.7.ContinuousFeedback:Regularlyassessstudents’understandingandadjustteachingmethodsasneeded.Providefeedbackthatcaterstoeachstudent’slearningstyle,whetherit’sthroughverbalpraise,writtencomments,orvisualsymbols.Explanation:Differentiatingteachingmethodsforstudentswithvariedlearningstylesisessentialforcreatinganinclusiveclassroomenvironment.Byrecognizingandaccommodatingeachstudent’spreferences,teacherscanenhanceengagement,improvelearningoutcomes,andsupporttheindividualneedsofeverystudent.Thisapproachnotonlybenefitsstudentswithdiverselearningstylesbutalsoencouragesallstudentstobecomemoreactiveparticipantsintheireducation.第四題AmiddleschoolEnglishteacherispreparingalessonplanforauniton“MyHometown”.Theunitaimstohelpstudentsimprovetheirspeakingandlisteningskillsbydiscussingtheirownhometownsandcomparingthemwiththoseoftheirpeers.However,theteacherhasencounteredsomechallengesindevelopingthelessonplan.1.TheteacherhasnoticedthatsomestudentsstrugglewithpronunciationandintonationwhenspeakingEnglish.2.Thereisalimitedamountoftimeforthelesson,andtheteacherwantstomakesurethatthestudentshaveenoughopportunitiestopracticespeakingandlistening.Question:Howwouldyouhelpthisteacheraddressthesechallengesandcreateaneffectivelessonplanforthe“MyHometown”unit?Answer:1.Toaddressthechallengeofstudentsstrugglingwithpronunciationandintonation,theteachercanincorporatevariousactivitiesintothelessonplanthatfocusontheseaspects.Herearesomesuggestions:Usetonguetwistersandphoneticexercisestohelpstudentspracticeandimprovetheirpronunciation.Incorporatesongsorrhymeswithclearintonationpatternsforstudentstoimitateandpractice.Playrecordeddialoguesorstoriesandaskstudentstorepeatthem,emphasizingthecorrectpronunciationandintonation.2.Toensurethatstudentshaveenoughopportunitiestopracticespeakingandlisteningwithinthelimitedtime,theteachercanconsiderthefollowingstrategies:Breakthelessonintosmallersegments,allowingforshorteractivitiesthatfocusonspecificspeakingandlisteningskills.Usecooperativelearningtechniques,suchasgroupdiscussionsorpairwork,toencouragestudentstointeractandpracticetheirskills.Incorporateavarietyofactivitiesthatcatertodifferentlearningstyles,suchasvisual,auditory,andkinesthetic,tokeepstudentsengagedandprovideampleopportunitiesforpractice.Byimplementingthesestrategies,theteachercancreateaneffectivelessonplanthataddressesthechallengesofpronunciationandtimeconstraints,ultimatelyhelpingstudentsimprovetheirspeakingandlisteningskillsinthe“MyHometown”unit.第五題題目：AsamiddleschoolEnglishteacher,howwouldyouincorporatetechnologyintoyourclassroomtoenhancestudentlearning?Answer:IncorporatingtechnologyintothemiddleschoolEnglishclassroomcansignificantlyenhancestudentlearningbyprovidinginteractiveandengagingexperiences.Here’showIwouldapproachthis:1.InteractiveWhiteboards:Iwouldutilizeinteractivewhiteboardsforpresentations,vocabularygames,andcollaborativegroupwork.Theyallowstudentstoparticipatedirectlyinthelearningprocess,whichcanboosttheirengagementandretention.2.EducationalSoftware:Iwouldexploreeducationalsoftwareprogramsthatcatertodifferentlearningstyles,suchaslanguagelearningapps,grammarexercises,andreadingcomprehensiontools.Theseprogramscanofferpersonalizedlearningexperiencesthatcatertoeachstudent’sneeds.3.OnlineLearningPlatforms:Byusingonlinelearningplatforms,Icanprovideadditionalresourcesandassignmentsforstudentstoaccessoutsideoftheclassroom.Thisallowsstudentstolearnattheirownpaceandprovidesamoreflexiblelearningenvironment.4.Project-BasedLearning:Iwouldencourageproject-basedlearning,wherestudentscanusetechnologytocreatepresentations,videos,orwebsitesaspartoftheirassignments.ThisnotonlyreinforcestheirEnglishskillsbutalsoteachesthemvaluabledigitalliteracyskills.5.FlippedClassroom:Iwouldimplementaflippedclassroomapproach,wherestudentswatchinstructionalvideosathomeandthencometoclassfordiscussions,activities,andpractice.Thisallowsmetospendmoretimeonindividualizedinstructionandreal-worldapplication.6.InteractiveQuizzesandAssessments:UtilizingplatformslikeKahoot!orQuizizz,Icancreateinteractivequizzesthatarebothfunandeducational.Thesequizzescanbeusedforformativeassessmentstogaugestudentunderstanding.7.CollaborativeTools:ToolslikeGoogleClassroomorMicrosoftTeamscanfacilitatecollaborationamongstudents,allowingthemtoworkongroupprojectsandshareresources.Explanation:Incorporatingtechnologyintotheclassroomisessentialformoderneducation.Byusinginteractivewhiteboards,educationalsoftware,andonlineplatforms,Icancreateadynamiclearningenvironmentthatcaterstodifferentlearningstyles.Project-basedlearningandflippedclassroomspromotestudentengagementandautonomy.InteractivequizzesandcollaborativetoolsfurtherenhancethelearningexperiencebyprovidingopportunitiesforstudentstopracticeandapplytheirEnglishskillsinasupportiveandinteractivesetting.第六題Question:AsanEnglishteacherforjuniorhighschoolstudents,howdoyouplantointegrateculturalelementsintoyourEnglishlessonstoenhancestudents’learningexperience?Answer:IncorporatingculturalelementsintomyEnglishlessonsforjuniorhighschoolstudentsisessentialforcreatinganimmersiveandengaginglearningenvironment.Here’showIwouldapproachthis:1.ResearchandSelectAppropriateCulturalContent:Iwouldresearchandselectculturallyrelevantmaterialssuchassongs,videos,andstoriesthatreflectthediversebackgroundsofmystudents.Thiswouldhelpstudentsconnectwiththelanguageandthesubjectmatteronamorepersonallevel.2.IncorporateCulturalActivities:Iwoulddesignactivitiesthatallowstudentstoengagewiththeculturethroughrole-playing,debates,anddiscussions.Forinstance,studentscouldactoutscenesfromafamousEnglish-speakingcountryorcreatetheirownshortskitsbasedonaculturaltopic.3.UseTechnology:Utilizingtechnologylikeinteractivewhiteboards,projectors,andonlineresources,Iwouldbeabletoexposestudentstoauthenticaudioandvideomaterials,suchasinterviewswithnativespeakers,documentaries,andmusicvideos.4.EncourageReflectionandComparison:Afterintroducingculturalcontent,Iwouldencouragestudentstoreflectontheirownculturalexperiencesandcomparethemwiththosepresentedinthelesson.Thiswouldfostercriticalthinkingandpromoteculturalawareness.5.CollaboratewithOtherTeachers:Bycollaboratingwithteachersfromotherdisciplines,suchashistoryorgeography,Icouldcreateinterdisciplinaryprojectsthatexploretheconnectionsbetweenlanguageandculture.6.AssessandAdjust:Iwouldcontinuouslyassesstheeffectivenessofintegratingculturalelementsintomylessonsandmakeadjustmentsasneeded.Thismightinvolveseekingfeedbackfromstudentsandreflectingontheirlearningoutcomes.Explanation:IncorporatingculturalelementsintoEnglishlessonsnotonlyenrichesthelearningexperiencebutalsopreparesstudentsfortheglobalizedworld.Bybeingproactiveinselectingandintegratingculturallyrelevantmaterials,activities,andtechnology,Icancreateanengagingandeffectivelearningenvironmentthatpromoteslanguageproficiency,culturalawareness,andcriticalthinkingskills.第七題Question:IfyouwereassignedtoteachadiversegroupofstudentsinamiddleschoolEnglishclass,howwouldyouaddressthevaryinglevelsofEnglishproficiencywithintheclass?Whatstrategieswouldyouusetoensurethatallstudentsareengagedandmakingprogress?Answer:1.AssessmentandGrouping:Atthebeginningofthesemester,Iwouldconductaninformalassessmenttogaugeeachstudent’scurrentlevelofEnglishproficiency.Basedontheseassessments,Iwouldgroupstudentsintosmall,mixed-abilityteams.Thiswouldallowmetoprovidetargetedinstructionandsupporttostudentsatdifferentlevelswhilefosteringacollaborativelearningenvironment.2.DifferentiatedInstruction:Withineachgroup,Iwoulduseavarietyofteachingmethodstocatertodifferentlearningstylesandproficiencylevels.Forexample,Imightusevisualaids,hands-onactivities,andinteractivewhiteboardsforvisualandkinestheticlearners,whileincorporatingmorereadingandwritingtasksforauditoryandlinguisticlearners.3.PeerTutoring:Encouragestudentstohelpeachother.Pairinghigherproficiencystudentswiththosewhoarestrugglingcanhelpcreateasupportiveclassroomculturewhereknowledgeissharedandstudentslearnfromoneanother.4.LanguageSupport:ForstudentswhoarenotyetfluentinEnglish,Iwouldprovideadditionallanguagesupportbyusinggestures,pictures,andsimplelanguage.Imightalsoassigna‘buddy’systemwhereastudentwithhigherlanguageskillswouldassistapeerwhoisstruggling.5.RegularCheck-insandFeedback:Regularlycheckinwithstudentsindividuallyorinsmallgroupstomonitortheirprogressandprovidespecificfeedback.Thisallowsforimmediateadjustmentstoteachingstrategiesifneeded.6.EngagementActivities:Incorporateavarietyofengagingactivities,suchasrole-playing,groupdiscussions,andinteractivegames,tomaintaininterestandmotivation.Theseactivitiescanbeadaptedtosuitdifferentproficiencylevels.7.ProgressMonitoring:Useformativeassessmentssuchasquizzes,exittickets,andobservationstotrackstudentprogressovertime.Adjustthecurriculumandteachingmethodsasnecessarytoensurethatallstudentsarechallengedandprogressing.Explanation:AddressingthevaryinglevelsofEnglishproficiencyinadiverseclassroomiscrucialforthesuccessofallstudents.Byimplementingacombinationofassessment,differentiation,peersupport,andregularprogressmonitoring,IcancreateaclassroomenvironmentwhereallstudentsfeelsupportedandareabletomakemeaningfulprogressintheirEnglishlanguageskills.第八題WhatstrategiesdoyouemploytodifferentiateinstructioninanEnglishclassformiddleschoolstudentswithvaryinglevelsofproficiency?答案：Answer:AsanEnglishteacherformiddleschoolstudents,Ibelieveitiscrucialtodifferentiateinstructiontomeetthediverseneedsofstudentswithvaryinglevelsofproficiency.HerearesomestrategiesIwouldemploy:1.Level-basedgrouping:IwoulddividetheclassintosmallgroupsbasedontheirEnglishproficiencylevels,ensuringthatstudentswithsimilarabilitiesaregroupedtogether.Thisallowsmetotailortheactivitiesandcontenttotheirrespectivelevels.2.Adjustabletasks:Iwoulddesigntasksandassignmentsthathavevaryinglevelsofdifficulty,sothatstudentscanchooseorbeassignedtasksthatmatchtheirproficiencylevel.Forinstance,advancedstudentsmightcompletemorecomplexprojects,whilebeginnersworkonsimpleractivities.3.Useoftechnology:Iwouldleverageeducationaltechnologytools,suchasonlineplatformsandapps,thatofferdifferentiatedcontentandactivities.Thisallowsstudentstoprogressattheirownpaceandreceivepersonalizedsupport.4.Collaborativelearning:Iwouldencouragestudentstoworkinpairsorgroups,pairinghigh-achievingstudentswiththosewhoneedmoresupport.Thisnotonlypromotespeerlearningbutalsohelpsbuildconfidenceinstudentswithlowerproficiencylevels.5.Differentiatedfeedback:Iwouldprovidefeedbackthatistailoredtoeachstudent’sneedsandlevelofunderstanding.Thismayincludepositivereinforcementforeffortandprogress,aswellasspecificsuggestionsforimprovement.6.Adaptiveassessments:Iwoulduseformativeassessmentsthatallowstudentstodemonstratetheirunderstandinginmultipleways,suchasoralpresentations,writtenessays,ormultimediaprojects,sothatstudentscanshowcasetheirstrengthsindifferentformats.解析：解析：在初中英語課堂上，針對不同英語水平的學生實施差異化教學是至關(guān)重要的。上述策略旨在確保每個學生都能在其能力范圍內(nèi)獲得最佳的學習體驗。首先，將學生按能力分組可以讓他們在相似水平的小組中學習，這樣教師就能根據(jù)他們的水平調(diào)整教學內(nèi)容和活動。其次，設(shè)計不同難度的任務(wù)可以幫助不同水平的學生選擇或被分配適合他們能力的任務(wù)。使用技術(shù)工具如在線平臺和應(yīng)用程序，可以讓學生在適合自己的節(jié)奏下學習，并得到個性化的支持。鼓勵學生進行合作學習，不僅可以促進同伴學習，還可以幫助英語水平較低的學生建立自信。差異化反饋可以幫助學生了解自己的優(yōu)勢和需要改進的地方。最后，采用適應(yīng)性評估可以讓學生通過多種方式展示自己的理解能力，從而在多個方面展示他們的才能。通過這些策略，教師可以更好地滿足不同水平學生的需求，促進他們的全面發(fā)展。第九題Question:HowdoyouplantointegratetechnologyintoyourEnglishlanguageteachinginjuniorhighschool?Answer:1.IntegratingTechnologyintoDailyLessons:Iwouldstartbyincorporatinginteractivewhiteboardsandeducationalsoftwareintomydailylessons.Thiswouldallowmetocreateengagingactivitiessuchasvocabularyquizzes,grammarexercises,andreadingcomprehensionchecksinreal-time.Additionally,Iplantoutilizeeducationalappsandonlineplatformsthatofferinteractiveexercisesandgamestomakelearningmorefunandengagingforstudents.2.CreatingMultimediaResources:Iwouldcreatemultimediaresources,suchasvideos,podcasts,andonlinepresentations,toenhancethelearningexperience.Theseresourceswouldbetailoredtothespecificthemesandtopicsofthecurriculum,providingstudentswithdiverseperspectivesandcontextsforthelanguage.3.FlippedClassroomApproach:Topromoteself-directedlearning,Iwouldimplementaflippedclassroomapproach.Studentscouldwatchvideolessonsorreadarticlesathome,andthenclasstimewouldbeusedfordiscussion,practice,andapplicationofthematerial.4.Student-CenteredProjects:Iwouldencouragestudentstoworkoncollaborativeprojectsthatinvolveusingtechnology.Forexample,theycouldcreateshortvideosorpodcastsinEnglishonagiventopic,whichwouldenhancetheirspeaking,listening,andpresentationskills.5.AssessmentandFeedback:Technologycanbeusedforformativeandsummativeassessments.Iwoulduseonlinequizzesandsurveystogaugestudentunderstandingandprovideimmediatefeedback.Additionally,studentscouldsubmittheirworkelectronically,allowingforeasygradingandconstructivefeedback.6.ProfessionalDevelopment:Finally,IwouldcontinuouslyupdatemyownskillsbyparticipatinginworkshopsandtrainingsessionsonhowtoeffectivelyusetechnologyinEnglishlanguageteaching.Explanation:

IntegratingtechnologyintoEnglishlanguageteachinginjuniorhighschoolisessentialintoday’sdigitalage.Byusingtechnologyinvariousforms,Iaimtocreateadynamicandinteractivelearningenvironmentthatcaterstodifferentlearningstylesandenhancesstudentengagement.Itisimportanttochoosetoolsandresourcesthatcomplementthecurriculumandsupportboththeteacherandthestudentsintheirlearningprocess.RegularprofessionaldevelopmentensuresthatIstaycurrentwiththelatesttrendsandbestpracticesintechnologyintegration.第十題Question:IfyouwereassignedtoteachanEnglishclassinajuniorhighschool,andyounoticedthatmanystudentsarestrugglingwithvocabularybuilding.Howwouldyouaddressthisissueandwhatstrategieswouldyouusetohelpthemimprovetheirvocabulary?Answer:1.IdentifytheProblem:Conductashortsurveyorinterviewwiththestudentstoidentifyspecificareaswheretheystrugglewithvocabulary.Observetheircurrentvocabularyexercisesandassignmentstounderstandthecurrentlevelofdifficulty.2.CreateaVocabulary-FocusedCurriculum:Integratevocabularybuildingintodailylessons,makingitaconsistentpartofthecurriculum.Choosewordsthatarerelevanttothesubjectstheyarelearningandtheirinterests.3.UseEngagingStrategies:WordWalls:Createavisualwordwallwithnewvocabularywordsthatcanbereferredtothroughoutthelesson.InteractiveGames:Incorporategameslike“VocabularyBingo,”“WordSearch,”or“Jeopardy”tomakelearningfun.Flashcards:Provideorhavestudentscreateflashcardsforpracticeathome.4.IncorporateDifferentLearningStyles:Offeravarietyofactivitiestocatertovisual,auditory,andkinestheticlearners.Usevideos,songs,androle-playingtoreinforcevocabularylearning.5.EncourageDailyPractice:Assigndailyvocabularytasksthatstudentscancompleteathome,suchaswritingsentenceswithnewwordsorcreatingtheirownwordlists.6.RegularAssessment:Conductregularquizzesorteststomonitortheirprogressandidentifyanygapsinunderstanding.7.CollaborativeLearning:Pairstudentsuporformgroupsforvocabularypractice,encouragingthemtoteacheachotherandreinforcetheirlearning.8.FeedbackandMotivation:Providepositivefeedbackforstudentswhodemonstrateeffortandimprovement.Celebratemilestonestokeepstudentsmotivatedandengaged.Explanation:TheansweroutlinesacomprehensiveapproachtoaddressingtheissueofstrugglingwithvocabularyinajuniorhighschoolEnglishclass.Itstartswithunderstandingtheproblemthroughobservationandassessment,followedbycreatingastructuredcurriculumthatincorporatesvariousstrategies.Theuseofengagingactivities,incorporatingdifferentlearningstyles,andencouragingdailypracticeensuresthatstudentshavemultipleopportunitiestolearnandreinforcetheirvocabulary.Regularassessmenthelpstrackprogress,andcollaborativelearningfostersengagementandpeersupport.Finally,providingfeedbackandmotivationkeepsstudentsencouragedtocontinuetheirlearningjourney.二、教案設(shè)計題（3題）第一題Designalessonplanfora45-minuteEnglishlessonformiddleschoolstudents.Thetopicofthelessonis“TravelandTourism.”Thetargetlanguageispresentsimpletense.Thelessonshouldincludethefollowingelements:1.Warm-up(5minutes):Ashortactivitytoreviewvocabularyrelatedtotravelandtourism.2.Presentation(10minutes):Introducethetopicoftravelandtourismusingpictures,videos,orreal-lifeexamples.3.Practice(15minutes):Engagestudentsinactivitiesthathelpthempracticeusingthepresentsimpletensetotalkabouttravelandtourism.4.Production(10minutes):Havestudentscreatetheirowntravelbrochuresoradvertisementsusingthelanguagetheyhavelearned.5.Reflection(5minutes):Discusstheimportanceoftravelandtourismandhowitcanaffectdifferentaspectsoflife.Answer:1.Warm-up(5minutes):Activity:“TravelVocabularyQuiz”Materials:Travel-relatedpictures(hotels,beaches,landmarks,etc.),flashcardswithtravel-relatedvocabulary(e.g.,vacation,travel,resort,attraction,etc.),awhiteboardandmarkers.Procedure:1.Showaseriesoftravel-relatedpicturestothestudentsandaskthemtonamewhattheysee.2.Distributeflashcardswithtravel-relatedvocabularytothestudentsandhavethemmatchthewordswiththepictures.3.Askstudentstoformsmallgroupsandcreatealistoftravel-relatedvocabularytheyknow.2.Presentation(10minutes):Materials:Travel-relatedpictures,videos,orreal-lifeexamples.Procedure:1.Startthelessonbyshowingashortvideoclipofatravelcommercial.2.Discussthevideowiththestudents,askingthemwhattheysawandheard.3.Presentthetopicoftravelandtourismbyshowingpicturesoffamouslandmarks,beaches,andresorts.4.Discusstheimportanceoftravelandtourism,suchasculturalexchange,economicgrowth,andpersonaldevelopment.3.Practice(15minutes):Activity:“TravelDiaries”Materials:Traveldiarytemplates,awhiteboardandmarkers.Procedure:1.Distributetraveldiarytemplatestothestudents.2.Havestudentsworkinpairstocreatetheirowntraveldiaryentriesusingthepresentsimpletense.3.Writesamplesentencesonthewhiteboardforstudentstocopyandpractice.4.Production(10minutes):Act