教師資格考試初級中學(xué)英語學(xué)科知識與教學(xué)能力試卷與參考答案(2025年)

2025年教師資格考試初級中學(xué)英語學(xué)科知識與教學(xué)能力復(fù)習(xí)試卷與參考答案一、單項選擇題（本大題有30小題，每小題2分，共60分）1、Inthefollowingsentence,whichwordisusedasademonstrativepronoun?A.Thisismybook.B.Thatbookbelongstome.C.Thebookonthetableismine.D.Theseareyourbooks.Answer:CExplanation:Theword“the”inoptionCisusedasademonstrativepronoun,referringtoaspecificbookonthetable.Demonstrativepronounslike“this,”“that,”“these,”and“those”areusedtopointoutorrefertospecificnouns.2、Whichofthefollowingsentencestructuresisusedtoexpressafutureaction?A.Thedogisbarking.B.Thecatwillbesleepingsoon.C.Igotoschooleveryday.D.Shehaseatenherlunch.Answer:BExplanation:OptionBusesthefuturetense,indicatedbytheword“will,”toexpressafutureaction.Theotheroptionsusepresenttenseorpresentperfecttense,whichdonotindicatefutureactions.3、Inthefollowingsentence,whichwordisusedasademonstrativepronoun?A.Thisismybook.B.Thatisherpen.C.Itishiscar.D.Thesearetheirbags.Answer:B

Explanation:Theword“that”inoptionBisademonstrativepronoun,whichreferstoaparticularpersonorthingthatismentionedornearby.4、Whichofthefollowingsentenceisanexampleofasimile?A.Thecatisasquickasalightning.B.Thesunrisesintheeast.C.Sheisthemostbeautifulgirlintheworld.D.Thewindisblowingstrongly.Answer:A

Explanation:Asimileisafigureofspeechthatcomparestwodifferentthingsusing“l(fā)ike”or“as.”InoptionA,thecomparisonismadebetweenthecat’squicknessandthespeedoflightning,makingitanexampleofasimile.5、Inthefollowingsentence,theword“not”isusedtoindicateanegativemeaning.Whichofthefollowingstatementsiscorrectregardingtheuseof“not”inthiscontext?“Not”isusedtoemphasizethepositiveaspectofthesituation.“Not”isusedtonegatetheverbinthesentence.“Not”isusedtoindicatethatthesubjectisperforminganaction.“Not”isusedtoshowthatthesubjectisinastateofbeing.Answer:B)“Not”isusedtonegatetheverbinthesentence.Explanation:Theword“not”isusedtonegatetheactionorstatedescribedbytheverbinasentence.Inthiscontext,“not”isusedtoshowthattheverbisnotbeingperformedorthestateisnotbeingexperienced.6、Theteacherisplanningalessononthethemeof“environmentalprotection.”Whichofthefollowingactivitieswouldbemostsuitableforagroupdiscussion,aimingtoencouragecriticalthinkingandcollaborativelearning?Ashortvideopresentationfollowedbyamultiple-choicequiz.Aseriesofindividualresearchtaskswithwrittenreports.Agroupdiscussionwherestudentsanalyzeanddebatethecausesandeffectsofpollution.Arole-playingactivitywherestudentsactoutdifferentrolesinacommunitymeeting.Answer:C)Agroupdiscussionwherestudentsanalyzeanddebatethecausesandeffectsofpollution.Explanation:Agroupdiscussionisaneffectiveactivityforencouragingcriticalthinkingandcollaborativelearning,especiallywhenthetopiciscomplexandrequiresdiverseperspectives.Inthiscase,discussingthecausesandeffectsofpollutionallowsstudentstoengageincriticalanalysisandexchangeideas.7、Theteacherusesthefollowingactivitytohelpstudentspracticetheirlisteningskills:A.Aseriesofshortstoriesreadaloudbytheteacher.B.Agroupdiscussiononavideoclip.C.Alisteningcomprehensiontestwithmultiple-choicequestions.D.Asongwithlyricsprojectedonthescreen.Answer:C

Explanation:Theactivitydescribedasalisteningcomprehensiontestwithmultiple-choicequestionsisthemosteffectiveforpracticinglisteningskillsasitrequiresstudentstoactivelylistenandunderstandthecontentbeforechoosingthecorrectanswer.Theotheroptionsmayinvolvelistening,butdonotspecificallyfocusoncomprehensionskills.8、Inalessonon“DescribingPeople,”theteacherwantstoensurethatstudentscanuseadjectivescorrectly.Whichofthefollowingactivitiesisthemostappropriateforthispurpose?A.Avocabularymatchgamewherestudentsmatchadjectiveswiththepeopletheydescribe.B.Arole-playactivitywherestudentsdescribeeachotherwithoutusinganyadjectives.C.Awritingexercisewherestudentsdescribeapersonusingasmanyadjectivesaspossible.D.Areadingpassagewherestudentsidentifytheadjectivesusedtodescribecharacters.Answer:A

Explanation:Avocabularymatchgameisthemostsuitableactivityforpracticingtheuseofadjectives.Itallowsstudentstodirectlyconnectadjectiveswiththepeopletheydescribe,whichhelpsthemlearnandpracticethecorrectusage.Theotheroptionseitherlimittheuseofadjectivesordonotprovideadirectpracticeofusingadjectivescorrectly.9、Thesentence“Thecatissleepingonthemat”canbetransformedintoaquestionusingwhatinterrogativeword?A.WhatB.WhereC.HowD.WhoAnswer:B.WhereExplanation:Theinterrogativeword“Where”isusedtoaskabouttheplacewheresomethingislocated.Thesentence“Thecatissleepingonthemat”becomes“Whereisthecatsleeping?”whentransformedintoaquestion.10、Whichofthefollowingsentencesusesthecorrectpastcontinuoustense?A.Shewaswalkingtothestoreyesterday.B.Hehasbeenplayingfootballsincemorning.C.Theyhadeatendinnerbeforethemoviestarted.D.Wewillbeeatingpizzaat7PM.Answer:A.Shewaswalkingtothestoreyesterday.Explanation:Thepastcontinuoustenseisusedtodescribeactionsthatwereinprogressataspecifictimeinthepast.OptionAcorrectlyusesthepastcontinuoustense,“waswalking,”toindicateanongoingactionataspecifictimeinthepast.OptionsB,C,andDusedifferenttenses:presentperfectcontinuousforB,pastperfectforC,andfuturecontinuousforD.11、WhatisthemainpurposeofusingajigsawcooperativelearningstrategyinEnglishclass?Toenhanceindividualstudent’sreadingskillsTopracticespeakingandlisteningskillsTopromotecriticalthinkingandproblem-solvingabilitiesTofocusonvocabularyacquisitionAnswer:C)Explanation:Thejigsawcooperativelearningstrategyisdesignedtopromotecriticalthinkingandproblem-solvingabilities.Itinvolvesdividingstudentsintosmallgroupsandeachgroupstudyingdifferentpartsofatopic.Theythencometogethertosharetheirknowledgewiththerestofthegroup,whichencouragescollaborativelearningandcriticalthinking.12、WhichofthefollowingtechniquesismosteffectiveforteachingthepastcontinuoustenseinEnglish?UsingacharttolisttherulesandexamplesRole-playingastorythatinvolvespastcontinuousactionsReadingapassageandidentifyingpastcontinuoussentencesListeningtoatapeandrepeatingthephrasesAnswer:B)Explanation:Role-playingisaneffectivetechniqueforteachingthepastcontinuoustenseasitprovidesapracticalcontextforstudentstounderstandandpracticethetense.Byactingoutastory,studentscanseehowpastcontinuousactionsareusedinreal-lifesituations,whichhelpsthemtointernalizethetensebetterthanthroughjustreadingrulesorlisteningtoaudio.13、Thefollowingsentencecontainsanerrorinpunctuation.Whichofthefollowingoptionscorrectstheerror?A.Ienjoyreading,watchingmovies,andcookinginmysparetime.B.Ienjoyreading,watchingmovies,andcooking;inmysparetime,Ialsolikehikingandpainting.C.Ienjoyreading,watchingmovies,andcooking;inmysparetimeIenjoyhikingandpainting.D.Ienjoyreading,watchingmovies,cooking;inmysparetimeIlikehikingandpainting.Answer:CExplanation:OptionCcorrectlyusesasemicolontoseparatetwoindependentclausesthatarecloselyrelatedinthought.Theotheroptionseitherlackappropriatepunctuationorincorrectlyseparatetheclauses.14、Inthesentence“Thestudentswereaskedtowriteashortstorybasedonthethemeof‘a(chǎn)dventure’,”whichwordisagerund?A.askedB.writeC.basedD.adventureAnswer:DExplanation:Thegerundisaverbformthatfunctionsasanoun.Inthissentence,“adventure”isagerundasitisthesubjectoftheprepositionalphrase“basedonthethemeof‘a(chǎn)dventure’.”Theotheroptionsareverbsoradjectivesanddonotfunctionasnounsinthiscontext.15、Whichofthefollowingactivitiesismostsuitableforpracticinglisteningforspecificinformation?A.ListeningtoadialogueandwritingdownthemainideaB.ListeningtoapassageandansweringdetailedquestionsaboutwhatwasheardC.ListeningtoastoryandretellingitinyourownwordsD.Listeningtoaconversationanddiscussingthespeaker’sattitudeAnswer:BExplanation:OptionBisthecorrectchoicebecauseansweringdetailedquestionsafterlisteningtoapassagerequiresstudentstofocusonandidentifyspecificpiecesofinformation,whichisanessentialskillforlisteningcomprehension.Theotheroptionsdonotspecificallytargetthisskill;theyinvolvesummarizing,interpreting,ordiscussingthecontent,whichmayrequireabroaderunderstandingratherthanpinpointingspecificdetails.16、Inthecontextofcommunicativelanguageteaching(CLT),whichactivitywouldbestpromoteinteractionamongstudentswhilealsoimprovingtheirspeakingskills?A.Arole-playactivitywherestudentsactoutascenefromaplayB.AlecturewheretheteacherexplainsgrammarrulesC.Aworksheetwithfill-in-the-blankexercisesD.AsilentreadingsessionfollowedbyawrittensummaryAnswer:AExplanation:OptionAisthebestchoicebecauserole-playingactivitiesencouragestudentstousethelanguageinapractical,interactiveway,whichisakeyprincipleofCLT.Thistypeofactivityallowsstudentstopracticespeakinginacontextthatsimulatesreal-lifecommunication,therebyenhancingboththeirfluencyandconfidence.Theotheroptionsdonotprovideasmuchopportunityfordirectstudent-to-studentinteractionandmaynotbeaseffectiveinpromotingspontaneouslanguageuse.17.Thesentence“Thestudentsweredeeplyimpressedbytheteacher’senthusiasm”canbebesttranslatedintoEnglishas:

A)Thestudentsweredeeplymovedbytheteacher’spassion.

B)Theteacher’spassiondeeplymovedthestudents.

C)Theteacher’senthusiasmwasdeeplymovedbythestudents.

D)Deeplymovedbytheteacher’senthusiasm,thestudentswereimpressed.Answer:A)Thestudentsweredeeplymovedbytheteacher’spassion.

Explanation:Thephrase“deeplyimpressed”intheoriginalsentenceisbesttranslatedas“deeplymoved,”andsincethesubjectofthesentenceis“Thestudents,”thecorrecttranslationshouldkeepthesubjectatthebeginningofthesentence,makingoptionAthecorrectchoice.18.Inthefollowingsentence,whichpartisthedirectobject?

“Theteacherexplainedthelessontothestudents.”

A)Theteacher

B)Thelesson

C)Tothestudents

D)ExplainedAnswer:B)Thelesson

Explanation:Inthesentence,“Thelesson”iswhattheverb“explained”isactingupon,makingitthedirectobjectofthesentence.Theotheroptionsdonotfittheroleofadirectobjectinthiscontext.19、Whichofthefollowingsentencescorrectlyusesthesubjunctivemoodtoexpressawish?IfonlyIamricher.IwishIwastaller.Iwishshewereherewithus.Ifonlytheywashere.Answer:C)Iwishshewereherewithus.Explanation:Thesubjunctivemoodisusedheretoexpressawishorahypotheticalsituationthatiscontrarytofact.Inthiscase,“were”isthecorrectformtouseinthesentencetoindicatethesubjunctivemood.20、Identifythetypeofsentenceanditsfunction:“Stoptalking!”Imperative;givinganorderorcommand.Declarative;makingastatement.Interrogative;askingaquestion.Exclamatory;expressingstrongemotion.Answer:A)Imperative;givinganorderorcommand.Explanation:Thesentence“Stoptalking!”isanimperativesentencethatservestogiveanorderorcommand.Itinstructssomeonetoceasetheircurrentaction,whichinthiscontextistalking.Imperativesentencestypicallybeginwithaverbandoftenendwithanexclamationmarktoemphasizethecommand.21.Thefollowingsentenceisanexampleofa(n)_______sentencestructure.A.passiveB.interrogativeC.imperativeD.declarativeAnswer:DExplanation:Thesentence“Thecatissleepingonthecouch”isanexampleofadeclarativesentencebecauseitmakesastatementwithoutaskingaquestion,commanding,orexpressingawish.22.WhichofthefollowingisNOTapartoftheteachingprocess?A.PlanningB.AssessingC.CorrectingD.EvaluatingAnswer:CExplanation:“Correcting”isnottypicallyconsideredapartoftheteachingprocessasitisanactionthatoccursduringtheassessmentorevaluationphaseofteaching,ratherthananintegralpartoftheplanning,instruction,orassessmentstages.Theotheroptions—Planning,Assessing,andEvaluating—areallcriticalcomponentsoftheteachingprocess.23、WhichofthefollowingisNOTafunctionofthePresentContinuousTense?

A)Todescribeactionsthatarehappeningatthemomentofspeaking.

B)Todescribeactionsthatareplannedinthenearfuture.

C)Todescribehabitualactionsthataredoneregularly.

D)Todescribeactionsthatstartedinthepastandcontinuetothepresent.Answer:C)Todescribehabitualactionsthataredoneregularly.

Explanation:ThePresentContinuousTenseistypicallyusedtodescribeactionsthatarecurrentlyhappening,actionsthatwillhappeninthenearfuture,orongoingactionsthatstartedinthepast.HabitualactionsareusuallydescribedusingtheSimplePresentTense.24、Choosethecorrectformoftheverbtocompletethesentence:

“Thestudents________theirhomeworkwhentheteacherwalkedin.”

A)weredoing

B)did

C)do

D)havedoneAnswer:A)weredoing

Explanation:ThissentencerequiresthePastContinuousTensebecauseitdescribesanactionthatwasinprogressataspecificpointinthepast.Thephrase“whentheteacherwalkedin”indicatesthatanothereventinterruptedtheongoingactionofthestudentsdoingtheirhomework.25.Thefollowingsentenceisacomplexsentence.Whichoneofthefollowingisthemainclause?A.“Althoughtheweatheriscold,theystillgoswimming.”B.“Thestudentsenjoylearning,whichisimportantfortheirdevelopment.”C.“Ifitrains,wewillhavetocancelthepicnic.”D.“Shewasreadingabookwhenthebellrang.”Answer:B

Explanation:Themainclauseinacomplexsentenceistheindependentclausethatcanstandaloneasasentence.InoptionB,“Thestudentsenjoylearning”isthemainclause,while“whichisimportantfortheirdevelopment”isarelativeclauseprovidingadditionalinformationaboutthemainclause.26.Inthefollowingsentence,whatisthefunctionofthephrase“toimprovestudentengagement”?A.ObjectoftheverbB.SubjectofthesentenceC.AppositiveD.AdverbialofpurposeAnswer:D

Explanation:Thephrase“toimprovestudentengagement”inthesentenceactsasanadverbialofpurpose,indicatingthereasonorgoalforwhichanactionisperformed.Itdoesnotserveastheobjectoftheverb,subjectofthesentence,orappositive.27、Whichofthefollowingsentencescorrectlyusesthesubjunctivemood?

A)Ifhewasearlier,hewouldcatchthebus.

B)Ifsheweremorecareful,shewouldnotmakesomanymistakes.

C)Iftheyhadenoughtime,theywillfinishtheproject.

D)IfIamyou,Iwouldstudyharder.CorrectAnswer:B)Ifsheweremorecareful,shewouldnotmakesomanymistakes.Explanation:ThecorrectformofthesubjunctivemoodisusedinoptionB,where“were”isusedtoexpressahypotheticalsituationthatiscontrarytofact.Theotheroptionscontainerrorsintenseormoodusage.28、WhatistheprimarypurposeofusingauthenticmaterialsinanEnglishlanguageclassroom?

A)Toprovidestudentswithexposuretoreal-worldlanguageuse.

B)Tofocussolelyongrammarrules.

C)Tolimitstudents’vocabularyacquisition.

D)Todiscouragestudentsfromusingthelanguagecreatively.CorrectAnswer:A)Toprovidestudentswithexposuretoreal-worldlanguageuse.Explanation:Authenticmaterialssuchasnewspaperarticles,songlyrics,orvideosgivestudentstheopportunitytoengagewithlanguageasitisactuallyusedoutsidetheclassroom.Thisenhancestheirunderstandingandapplicationofthelanguageinpracticalcontexts.Theotheroptionsdonotalignwiththeeducationalbenefitsofusingauthenticmaterials.29、Inthefollowingsentences,whichonecontainsanexampleofthepresentperfecttense?A.Hehasfinishedhishomework.B.Shegoestoschoolbybus.C.Theywereplayingfootball.D.Iameatingbreakfast.Answer:A

Explanation:Thepresentperfecttenseisusedtodescribeactionsthatstartedinthepastandcontinuetothepresentoractionsthathavejustbeencompleted.InoptionA,“hasfinished”indicatesapastactionthathasapresentresult,makingitthecorrectchoice.OptionsB,C,andDusethepresentcontinuous,pastsimple,andpresentcontinuoustenses,respectively.30、Whichofthefollowingwordsisagerundandcanbeusedasanoun?A.WalkingB.TowalkC.WalkD.WalkedAnswer:B

Explanation:Agerundisaverbformthatfunctionsasanoun.Inthiscase,“Towalk”isthegerundformoftheverb“walk.”O(jiān)ptionsA,C,andDarethebaseformoftheverb,thepasttenseform,andthepastparticipleform,respectively,anddonotfunctionasnouns.二、簡答題（20分）Sure,hereisasampleshortanswerquestionforthe“SecondarySchoolEnglishSubjectKnowledgeandTeachingAbilityTest”foranEnglishteachercertificationexam,alongwithitsanswerandanalysis:Question:

Discusstheimportanceofintegratinglistening,speaking,reading,andwriting(LSRW)skillsinasecondaryschoolEnglishcurriculum.Provideexamplesofhowtheseskillscanbeintegratedintoclassroomactivities.Answer:

TheintegrationofListening,Speaking,Reading,andWriting(LSRW)skillsiscrucialinasecondaryschoolEnglishcurriculumbecauseitpromotescomprehensivelanguagedevelopment.Eachskillisinterconnectedandsupportstheacquisitionofothers.Listeningenhancescomprehensionandpronunciation;speakingimprovesfluencyandconfidence;readingincreasesvocabularyandculturalunderstanding;andwritingdevelopscriticalthinkingandexpression.Forexample,duringaunitonenvironmentalissues,studentscouldlistentoapodcastaboutclimatechange(listening),participateinadebateonrenewableenergy(speaking),readarticlesfromvarioussourcesaboutpollution(reading),andwriteanessayproposingsolutionstodeforestation(writing).Thisapproachensuresthatstudentsareengagingwiththelanguageinmultipleways,whichismoreeffectivethanisolatingeachskill.Analysis:

IntegratingLSRWskillsaddressesdifferentlearningstylesandhelpsstudentstoseethepracticalapplicationoftheEnglishlanguage.Italsopreparesthemforreal-worldcommunicationwheretheyneedtoutilizeallaspectsoflanguagesimultaneously.Furthermore,thisholisticmethodencouragesactiveparticipationandcollaborationamongstudents,makingthelearningprocessmoreengagingandeffective.Byincorporatingtheseskillsnaturallyintolessons,teachersfacilitateadynamicclassroomenvironmentthatmirrorsauthenticlanguageuse.三、教學(xué)情境分析題（30分）Question:TeachingScenarioAnalysisScenario:

AsateacherofEnglishinajuniorhighschool,youhavejustcompletedauniton“TheEnvironment”withyourstudents.Thestudentshavebeenlearningaboutdifferentenvironmentalissues,suchaspollution,deforestation,andclimatechange.Thefinalactivityoftheunitisagroupprojectwhereeachgroupwillcreateaposterononeoftheseenvironmentalissuesandpresentittotheclass.Task:

Analyzetheteachingscenarioandprovidestrategiestoeffectivelyfacilitatethegroupprojectandensurethatthestudentssuccessfullycompletetheirposters.Answer:TeachingStrategiesforFacilitatingtheGroupProject:1.GroupFormation:Ensurethatthegroupsareformedbasedonmixedabilities,includingstudentswithstrongandweakEnglishskills.Assignspecificrolestoeachgroupmember(e.g.,leader,researcher,designer,presenter)topromoteaccountabilityandcollaboration.2.ProjectPlanning:Provideaclearoutlineoftheprojectrequirements,includingthekeypointsthatshouldbecoveredintheposterandthepresentation.Encouragestudentstobrainstormideasandselectaspecificenvironmentalissuetofocuson.3.ResearchandCollaboration:Offerguidanceonhowtoconductresearchonthechosenissue,includingusingreliablesourcessuchastextbooks,websites,andvideos.Encouragestudentstocollaborateandshareinformationwithintheirgroups.4.DesignandProduction:Providealistofresources,suchaspaper,markers,andcomputers,thatstudentscanusetocreatetheirposters.Offersuggestionsforvisuallyappealingdesignsandlayouts.5.PresentationSkills:Conductashortworkshoponpresentationskills,focusingonaspectssuchasbodylanguage,voiceprojection,andclearcommunication.Allowstudentstopracticetheirpresentationsinsmallgroupsbeforethefinalpresentation.6.FeedbackandAssessment:Establishclearcriteriaforevaluatingthepostersandpresentations,suchascontent,design,andpresentationskills.Provideconstructivefeedbacktoeachgroupaftertheirpresentation.Explanation:Inthisteachingscenario,theprimarygoalistofacilitateagroupprojectthatallowsstudentstodemonstratetheirunderstandingoftheenvironmentalissuescoveredintheunit.Byimplementingtheabovestrategies,theteachercanensurethatthestudentsareactivelyengagedinthelearningprocessandthattheysuccessfullycompletetheirpostersandpresentations.1.GroupFormation:Formingmixed-abilitygroupsensuresthatallstudentsareinvolvedandcancontributetotheproject.2.ProjectPlanning:Providingaclearoutlinehelpsstudentsstayfocusedonthekeypointsandpromotesorganization.3.ResearchandCollaboration:Guidingstudentsonresearchmethodsandencouragingcollaborationenhancestheircriticalthinkingandteamworkskills.4.DesignandProduction:Offeringresourcesandsuggestionsforvisuallyappealingdesignsfosterscreativityandencouragesstudentstopresenttheirinformationeffectively.5.PresentationSkills:Conductingaworkshoponpresentationskillshelpsstudentsdevelopessentialcommunicationskills.6.FeedbackandAssessment:Providingclearcriteriaandconstructivefeedbackensuresthatstudentsreceivevaluablefeedbackontheirworkandcanlearnfromtheirmistakes.四、教學(xué)設(shè)計題（40分）SectionIV:TeachingDesign(40points)Instruction:Readthefollowingteachingcontextcarefullyanddesignaone-period(45minutes)Englishlessonplanforjuniorhighschoolstudents.Yourlessonplanshouldincludethefollowingsections:1.GeneralInformationGradeLevel:NumberofStudents:ClassDuration:Topic:LanguageFocus(Vocabulary,Grammar,etc.):SkillsFocus(Listening,Speaking,Reading,Writing):2.LearningObjectivesWhatwillstudentsbeabletodobytheendofthelesson?3.TeachingAidsandMaterialsListallmaterialsyouwilluseinyourlesson.4.ProcedureWarm-up/Lead-in(5-10minutes):Howwillyouengagestudentsatthebeginningoftheclass?Presentation(10-15minutes):Howwillyouintroducenewlanguageorskills?Practice(10-15minutes):Whatactivitieswillyouusetohelpstudentspracticethenewlanguageorskills?Production(10-15minutes):Howwillstudentsapplywhattheyhavelearnedinamorecommunicativeway?Wrap-up(5-10minutes):Howwillyouconcludethelessonandreviewkeypoints?5.AssessmentHowwillyouassessstudents’understandingandmasteryofthematerial?6.ReflectionWhatchallengesmightariseduringthelesson,andhowwillyouaddressthem?Howcanthislessonbeadaptedfordifferentlearningstylesandabilities?Context:

Youareteachingaclassof30seventh-gradestudentswhohaveintermediateproficiencyinEnglish.Thetopicofthenextlessonis“DescribingPeople’sAppearances.”Thegoalistointroducevocabularyrelatedtophysicaldescriptionsandtopracticeusingadjectivesinsentences.Bytheendofthelesson,studentsshouldbeabletodescribepeople’sappearancesusingappropriatevocabularyandgrammaticalstructures.Answer:1.GeneralInformationGradeLevel:SeventhGradeNumberofStudents:30ClassDuration:45minutesTopic:DescribingPeople’sAppearancesLanguageFocus:Vocabulary(adjectivesfordescribingappearance),Grammar(useofadjectivesinsentences)SkillsFocus:Speaking,Listening,Writing2