2025年教師資格考試初中學(xué)科知識(shí)與教學(xué)能力英語(yǔ)試卷及答案指導(dǎo)

2025年教師資格考試初中英語(yǔ)學(xué)科知識(shí)與教學(xué)能力自測(cè)試卷及答案指導(dǎo)一、單項(xiàng)選擇題（本大題有30小題，每小題2分，共60分）1、InthecontextofteachingEnglishatthejuniorhighschoollevel,whichofthefollowingistheprimaryemphasisoftheTeacherQualificationExamination(TQE)?

A)Grammarmemorization

B)Vocabularyexpansion

C)Readingcomprehensiondevelopment

D)TeachingmethodologyandskillsAnswer:D

Explanation:TheTeacherQualificationExaminationforjuniorhighschoolEnglishfocusesonunderstandingandapplyingeffectiveteachingmethodologiesandskills,whichincludeclassroommanagement,lessonplanning,andengagingstudentsinmeaningfullearningexperiences.Whilevocabularyandreadingcomprehensionareimportant,theprimarystressisonhowtoteacheffectively,notjustonaccumulatingknowledge.2、TheCurriculumStandardsforChinese-Qualit?tssicherungfürUnterricht(CCSS)requireabalancebetweenlanguageskills.WhichofthefollowingsetsofskillsisexplicitlymentionedforEnglishteachingatthejuniorhighschoollevel?

A)Listeningandspeaking

B)Writingandreading

C)Vocabularyandgrammar

D)A,B,andCAnswer:D

Explanation:TheCurriculumStandardsforChineseQFUI(CCSS)forjuniorhighschoolEnglishcallforabalanceddevelopmentoflistening,speaking,writing,andreadingskills.Theseareconsideredessentialcomponentsoflanguageproficiency,andteachersareexpectedtointegratetheseskillsintotheirteachingapproachtofostercomprehensivelanguagelearning.3、Inthesentence“ThestudentsareenthusiasticallyparticipatingintheEnglishcorner,”theword“enthusiastically”describesthemodeofparticipating.WhichofthefollowingoptionsbestcompletesthesentencedrawnfromthecontextofaprimaryschoolEnglishteachingscenario?A.Thegovernmentlaunchedaprogramtoencouragestudentstotakeanactiveroleintheirlearning,hopingthattheywouldgainabetterunderstandingofthelanguage.B.OnGroupDay,thechildrenweretryingtheirbesttolearnchantsandhandgesturestosingapopularEnglishsongthatwaswellreceivedbyall.C.Toimprovestudents’pronunciation,theteacherorganizedaseriesofrole-playinggamesintheclassroom,wherestudentsenthusiasticallypracticedspeakinginpairs.D.Inordertofosterculturalexchange,theteacherproposedthatstudentswatchEnglishmoviesanddiscussthemingroups,allowingthemtoimmersethemselvesinaforeignlanguageenvironment.答案：C解析：由于空格前后都是關(guān)于學(xué)生在英語(yǔ)角參與活動(dòng)的描述，且enthusiastically一詞表示的是參與活動(dòng)的態(tài)度，故選C選項(xiàng)最為合適。C選項(xiàng)中的學(xué)生在課堂上熱情地進(jìn)行角色扮演游戲，恰好符合題意。4、Choosethebesttitleforthefollowingpassage,whichisaboutaprimaryschoolteacher’sinnovativeapproachtoteachinggrammarthroughstorytelling.A.UnconventionalMethod:IntegratingStorytellingintoPrimarySchoolEnglishGrammarTeachingB.EngagingwithGrammar:StorytellingasaToolinclassroomsC.GrammarLearningatPrimaryLevel:ThePowerofStorytellingD.TheStoryteller’sClassroom:EducatingChildrenThroughCreativeGrammarExercises答案：B解析：題干中提到這是一篇關(guān)于小學(xué)英語(yǔ)老師通過(guò)講故事來(lái)教授語(yǔ)法的文章。選項(xiàng)B“EngagingwithGrammar:StorytellingasaToolinclassrooms”直接提到了語(yǔ)法學(xué)習(xí)和講故事的關(guān)系，是最貼合文章主題的標(biāo)題。其他選項(xiàng)雖然都涉及語(yǔ)法教學(xué)，但要么過(guò)于具體（A、D選項(xiàng)），要么對(duì)文章主題的概括不夠準(zhǔn)確（C選項(xiàng)）。5、Whatisthecorrectformtouseinthesentence“She_______(go)tothestoreyesterday”?A.goB.goesC.goingD.wentAnswer:D.wentExplanation:Thecorrectchoiceis‘D.went’becauseitisthepasttenseformoftheverb‘go’.InEnglish,whenreferringtoactionsthatoccurredinthepast,weusethesimplepasttense,whichofteninvolveschangingtheformoftheverb.Here,sincetheactiontookplace‘yesterday’,itrequirestheuseofthepasttense‘went’.6、Whichofthefollowingsentencescorrectlyusesamodalverbtoexpressability?A.Shecanswimverywell.B.Hecouldswimverywell.C.Theycanswamverywell.D.Wecouldswimmingverywell.Answer:A.Shecanswimverywell.Explanation:Thecorrectchoiceis‘A.Shecanswimverywell.’Thissentenceusesthemodalverb‘can’toindicatepresentability.OptionBuses‘could’whichsuggestseitherapastabilityoruncertaintyabouttheability.OptionsCandDareincorrectduetoverbformerrors(‘swam’shouldbe‘swim’and‘swimming’shouldalsobe‘swim’).7、Inthefollowingsentences,whichonecorrectlyusesthepastperfecttense?A.Hehadfinishedhishomeworkwhenthebellrang.B.ShewaseatinglunchwhenIarrived.C.Theyhadbeenwaitingfortwohoursbeforewearrived.Answer:C

Explanation:Thepastperfecttenseisusedtodescribeanactionthatwascompletedbeforeanotherpastaction.Inthiscase,“theyhadbeenwaitingfortwohours”indicatesanactionthatstartedbefore“wearrived,”makingoptionCthecorrectchoice.Theotheroptionsusethesimplepasttenseorthepresentcontinuoustense,whichdonotindicateapastperfectrelationship.8、Choosethewordthatbestcompletesthesentence:Theteacher_______thestudentstoworkingroupstocompletetheproject.A.askedB.toldC.requestedD.orderedAnswer:A

Explanation:Thephrase“askedsomeonetodosomething”isacommonwayofexpressingapoliterequest.Theotheroptions,whilealsomeaningtogiveaninstructionorcommand,donotconveythesamelevelofpolitenessas“asked.”Therefore,“asked”isthemostappropriatechoice.9、WhichofthefollowingisNOTaprincipleoftask-basedlanguageteaching?A、GradualcomplexityoftasksB、CognitiveandcollaborativelearningC、Teacher-ledactivitiesD、Real-lifeapplicabilityAnswer:C

Explanation:Intask-basedlanguageteaching(TBLT),theroleoftheteacherisnotprimarilytoleadactivitiesbuttosupportandfacilitatelearningthroughtasksthatarereal-lifeandcognitivelyengaging.Tasksshouldgraduallyincreaseincomplexityandencouragebothcognitiveandcollaborativelearning.10、WhatistheprimarypurposeofusingBackwardDesigninlessonplanning?A、TomakelessonplansmoredetailedandstructuredB、ToensurethattheassessmentactivitiesalignwiththelearningobjectivesC、TofacilitateeasiergradingofstudentworkD、Toenhancetheteacher’sownunderstandingofthesubjectmatterAnswer:B

Explanation:BackwardDesigninlessonplanningstartswithdefiningthelearninggoalsandtheassessmenttasks,andthendesigningthelearningactivitiestoachievethosegoals.Theprimarypurposeistoensurethatallaspectsofthelessonplan(includingactivitiesandassessments)arealignedwiththeintendedlearningobjectives.11、Inthefollowingsentence,whichwordisusedasademonstrativepronoun?A.Thisbookisinteresting.B.Shewillreadthatnoveltomorrow.C.Thestorywasaboutmeandyou.D.Haveyouseenoneofthesebooks?Answer:B

Explanation:Theword“that”inthesentenceisusedasademonstrativepronountorefertoaspecificnovelthatthespeakeristalkingabout.Demonstrativepronounsareusedtoindicatewhichspecificperson,place,thing,orideaisbeingreferredto.12、Choosethewordthatbestcompletesthesentence:

Theteacherwasimpressedwith_________performanceduringtheschoolplay.A.herB.hisC.theirD.itsAnswer:A

Explanation:Thepronoun“her”isthecorrectchoicebecauseitagreesingenderwiththefemininenoun“teacher.”Theotherpronouns(“his,”“their,”“its”)donotmatchthegenderofthenouninthesentence.13、Whichofthefollowingactivitiesbestpromotesstudents’speakingskillsinanEnglishclass?

A)Writingadiaryentryabouttheirweekend.

B)Readingapassagesilentlytothemselves.

C)Participatinginarole-playactivitywithclassmates.

D)Completingagrammarworksheet.Answer:C)Participatinginarole-playactivitywithclassmates.Explanation:Role-playactivitiesprovidestudentswithopportunitiestopracticeusinglanguageinreal-lifesituations,whichiscrucialfordevelopingspeakingskills.Suchactivitiesencourageinteraction,creativity,andspontaneoususeoflanguage,allofwhichareimportantaspectsofcommunicativecompetence.14、Whenassessingstudents’pronunciation,whataspectshouldteachersfocusontofostereffectivecommunication?

A)Theabilitytoproduceeverysoundperfectly.

B)Clarityandintelligibilityofspeech.

C)Thespeedatwhichstudentsspeak.

D)Thevolumeatwhichstudentsspeak.Answer:B)Clarityandintelligibilityofspeech.Explanation:Whileperfectpronunciationisnotalwaysnecessaryorachievable,clarityandintelligibilityarekeytoeffectivecommunication.Teachersshouldfocusonhelpingstudentspronouncewordsclearlyenoughthatlistenerscanunderstandthemwithoutdifficulty,ratherthanachievinganative-likeaccent.15.Inthefollowingsentence,whichwordisthesubject?A.Thestudentsareplayingfootballintheplayground.B.Theteacherisexplainingthegrammarrule.C.Theschoolisorganizingasportsevent.D.Thelibraryisclosedonweekends.Answer:BExplanation:Thesubjectofasentenceistheperson,place,thing,orideathatisperformingtheactionoftheverb.InoptionB,“Theteacher”isperformingtheaction“isexplaining,”makingitthesubject.16.Choosethecorrectverbtensetocompletethefollowingsentence:

“Thestudents_______thelibrary_______theteacher’sinstructions.”A.weregoing,whenB.aregoing,toC.go,beforeD.went,asAnswer:CExplanation:Thecorrectverbtensetousehereisthesimplepresenttense,whichisusedtoexpressactionsorstatesthataregeneraltruths,habits,orrepeatedactions.Therefore,“go”shouldbeusedintheblank,makingoptionCthecorrectchoice.17、WhichofthefollowingisanappropriateagerangeforteachingjuniorhighschoolEnglishaccordingtotheChineseeducationsystem?A.14-15yearsoldB.15-16yearsoldC.12-13yearsoldD.16-17yearsoldAnswer:A.14-15yearsoldExplanation:IntheChineseeducationsystem,juniorhighschooltypicallycoversstudentsfromage12(7thgrade)toage15(9thgrade).Therefore,teachingjuniorhighschoolEnglishgenerallyinvolvesstudentsaged14-15yearsold.18、WhatistheprimaryfocusofteachinggrammarinjuniorhighschoolEnglishbasedontheChineselanguageeducationstandards?A.FormalsyntaxandgrammarrulesB.PracticalcommunicationskillsandusageC.VocabularyacquisitionandusageD.LiteraryanalysisandcriticismAnswer:B.PracticalcommunicationskillsandusageExplanation:AccordingtotheChineselanguageeducationstandards,theprimaryfocusofteachinggrammarinjuniorhighschoolEnglishisonpracticalcommunicationskillsandusageratherthanonformalsyntaxandgrammarrulesalone.Thegoalistohelpstudentsapplylanguageproficientlyinreal-worldsituations.19.Theteacherisguidingstudentstopracticelisteningskillsthroughavarietyofactivities.Whichofthefollowingisthemostappropriateactivitytodevelopunderstandingandretentionofnewvocabulary?ReadingaloudPairworkactivitiesRole-playingListeningtoastoryAnswer:D)ListeningtoastoryExplanation:Listeningtoastorycanbeaneffectivewaytodevelopunderstandingandretentionofnewvocabulary,asitallowsstudentstohearthewordsincontextandlearntheirmeaningsnaturally.Togetherwiththenarrative,thevocabularywordsaremorelikelytostickinstudents’mindscomparedtoisolatedactivitylikereadingaloudorpairworkactivitieswhichdonotprovidethesamelevelofcontextuallearning.20.Inalessononthetopicof“BodyParts,”theteacherwantstoassesswhetherstudentscanusethetargetlanguageaccurately.Whichassessmentmethodwouldbemostappropriateforthispurpose?AwrittentestAnoraltestAworksheetAgroupprojectAnswer:B)AnoraltestExplanation:Anoraltestwouldbethemostappropriatemethodtoassesswhetherstudentscanusethetargetlanguageaccuratelyinthecontextof“BodyParts.”Itallowstheteachertoevaluatepronunciation,grammar,vocabularyusage,andfluencyinreal-time.Awrittentest,worksheet,orgroupproject,whileusefulforotherlearningoutcomes,maynoteffectivelyassesstheuseofthetargetlanguageinthisspecificcontext.21.Thefollowingsentenceisanexampleofa(n)__________clause.A.adverbialB.relativeC.nominalD.subordinateAnswer:B.relativeExplanation:Thesentence“Thebookthatyoulentmeisveryinteresting.”containsarelativeclausethatprovidesadditionalinformationaboutthenoun“book.”Therelativepronoun“that”isusedtointroducetheclauseandisacharacteristicofrelativeclauses.22.Whichofthefollowingwordsisanirregularverb?A.goB.runC.playD.writeAnswer:C.playExplanation:“Play”isanirregularverbbecauseitspasttenseform,“played,”doesnotfollowtheregular-edendingforregularverbs.Theotheroptions,“go,”“run,”and“write,”allfollowtheregular-edendingfortheirpasttenseforms.23、WhichofthefollowingbestdescribestheprimarygoaloftheEnglishLanguageArtsCurriculumStandardsinmiddleschooleducation?

A)Toenablestudentstoreadandwriteusingdigitaltoolsexclusively.

B)Todevelopstudents’criticalthinkingandcreativitythroughliteraryandlinguisticanalysis.

C)Tofocussolelyonimprovingstudents’spokenEnglishskills.

D)ToimpartadeepunderstandingofEnglishgrammarrules.CorrectAnswer:B解析:TheEnglishLanguageArtsCurriculumStandardsinmiddleschoolaimtodevelopstudents’criticalthinkingandcreativitybyengagingthemintheanalysisofliteratureandlanguage.Thisholisticapproachgoesbeyondjustreadingandwriting,emphasizingthedevelopmentofbothanalyticalandcreativeskills.24、WhichteachingstrategyismosteffectiveforfosteringaninclusiveenvironmentinadiverseEnglishclassroom?

A)Implementingaone-size-fits-allapproachtoteaching.

B)Encouragingonlythetopstudentstoleadclassdiscussions.

C)Usingexclusivelytraditionaltextswithoutincorporatingdiverseperspectives.

D)Assigningdifferenttextsandactivitiesthatreflecttheculturalbackgroundsofallstudents.CorrectAnswer:D解析:Aninclusiveteachingstrategythatreflectsthediverseculturalbackgroundsofstudentscanhelpcreateamoreengagedandsupportivelearningenvironment.Byassigningdifferenttextsandactivitiesthatresonatewithvariouscultures,teacherscanensurethatallstudentsfeelrepresentedandvalued,whichiscrucialforeffectivelearning.25.WhatisthemostappropriatemethodtousewhenteachingpronunciationtoESL(EnglishasaSecondLanguage)studentsinamiddleschoolclassroom?A.DirectteachingofsoundsandmouthpositionsB.GroupactivitiesthatencouragestudentstolistenandrepeataftertheteacherC.Individualcorrectionsofeachstudent’spronunciationD.AssigninghomeworkthatincludeswritingdownthecorrectpronunciationAnswer:BExplanation:GroupactivitiesthatencouragestudentstolistenandrepeataftertheteacheraremoreeffectiveforteachingpronunciationtoESLstudentsbecausetheyprovideimmediateauditoryreinforcementforcorrectpronunciation,whilealsohelpingstudentstobecomemorecomfortablewithlisteningandspeakinginEnglish.26.WhichofthefollowingisNOTaneffectivestrategyforpromotingcriticalthinkingskillsinstudentsduringamiddleschoolEnglishlesson?A.AskingquestionsthatrequirestudentstoanalyzeandevaluateinformationB.ProvidingstudentswithawiderangeofreadingmaterialstoexploreC.Challengingstudentswithtasksthatrequirehigher-orderthinkingskillsD.DiscussingtheworkofShakespeareasaclassicliteraryauthorAnswer:DExplanation:DiscussingtheworkofShakespeareasaclassicliteraryauthormaybeinterestingandinformative,butitdoesnotdirectlypromotecriticalthinkingskillsamongmiddleschoolstudents.Theotheroptionsinvolvestrategiesthatencourageanalysis,evaluation,andhigher-orderthinking,whichareessentialfordevelopingcriticalthinkingskills.27.Theteacherisreadingastorytothestudents.Whichofthefollowingactivitiesismostsuitableforcheckingstudents’understandingofthestory?A.Answeringmultiple-choicequestions.B.Summarizingthestoryintheirownwords.C.Drawingapictureofascenefromthestory.D.Recitingthestory.Answer:B

Explanation:Summarizingthestoryintheirownwordsallowstheteachertoassessthestudents’comprehensionandunderstandingofthestory,ratherthanjusttheirabilitytorecallspecificdetailsoranswermultiple-choicequestions.28.InalessononEnglishvocabulary,theteacherwantstointroducenewwordsinawaythatencouragesactivelearning.Whichofthefollowingtechniquesismostappropriate?A.Simplypresentingthenewwordsontheboardandaskingstudentstomemorizethem.B.Usingflashcardsandaskingstudentstomatchthewordwithitsdefinition.C.Providingalistofthenewwordsandaskingstudentstowriteashortparagraphusingeachwordatleastonce.D.Playingagameof“SimonSays”wheretheteachersaysasentenceusingthenewwordsandstudentshavetorepeatit.Answer:C

Explanation:Askingstudentstowriteashortparagraphusingeachnewwordhelpsthemengageactivelywiththelanguage,practicetheirwritingskills,andunderstandthecontextinwhichthewordsareused.Thismethodpromotesdeeperlearningandretentionofthenewvocabulary.29、WhichofthefollowingisNOTarecommendedstrategyfordevelopingstudents’readingcomprehensionskills?

A)Askingopen-endedquestionsaboutthetext.

B)Encouragingstudentstosummarizeeachparagraph.

C)Focusingsolelyonvocabularylists.

D)Facilitatingdiscussionsaboutthetext’sthemes.Answer:C解析:(C)Focusingsolelyonvocabularylistsisnotarecommendedstrategyfordevelopingreadingcomprehensionskills.Whileunderstandingvocabularyisimportant,itshouldbeintegratedwithotherstrategiessuchasaskingopen-endedquestions,encouragingsummarization,andfosteringdiscussionsaboutthetext’sthemes.30、Inacommunicativeclassroomenvironment,whichofthefollowingactivitiesismostbeneficialforEnglishlanguagelearnerstopracticespeakingfluentlyandaccurately?

A)Givingapreparedspeech.

B)WatchingEnglishmovieswithsubtitles.

C)Engaginginrole-playingdialogues.

D)WritingessaysinEnglish.Answer:C解析:(C)Engaginginrole-playingdialoguesismostbeneficialforEnglishlanguagelearnerstopracticespeakingfluentlyandaccuratelyinacommunicativeclassroomenvironment.Thisactivityprovidesalow-pressuresituationwherestudentscanpracticeusingEnglishinameaningfulcontext,thusimprovingbothfluencyandaccuracy.二、簡(jiǎn)答題（20分）Question:

InamiddleschoolEnglishclassroom,howcanteacherseffectivelyincorporateinteractiveactivitiesthatpromotebothstudentparticipationandlanguageacquisition?Answer:1.PairorGroupWork:Teacherscandividestudentsintopairsorsmallgroupsforvarioustaskssuchasrole-playing,discussingtopics,orworkingonproblem-solvingactivities.ThisencouragesstudentparticipationandallowsthemtopracticetheirEnglishskillsinamoreinteractivesetting.2.Think-Pair-Share:Afterintroducinganewtopicorconcept,teacherscanaskstudentstothinkaboutitindividually,discussitwithapartner,andthensharetheirthoughtswiththewholeclass.Thisencouragescriticalthinkingandprovidesopportunitiesforlanguagepractice.3.DebatesandRole-Playing:teacherscanguidestudentsindebatesorrole-playingscenariosrelatedtosubjectstheyarelearningabout.Thisnotonlyenhancesenthusiasmbutalsofostersthedevelopmentoflanguageskillsinreal-lifecontexts.4.TechnologyIntegration:Utilizingmultimediaresourcessuchasvideos,podcasts,andinteractivewebsitescanmakelearningmoreengaging.Studentscanworkontheseresourcesingroupsorindependently,whichhelpsthempracticetheirlistening,speaking,andreadingskills.5.ChoralResponses:Teacherscanaskstudentstorespondinunisontoencourageparticipation.Thiscouldbeintheformofrepeatedlinesfromapoem,asong,oradialogue,whichcanhelpstudentsimprovetheirpronunciationandpronunciationaccuracy.6.Games:Incorporatinggamessuchascharades,crosswords,orwordpuzzlescanmakethelearningexperiencebothfunandinteractive,helpingstudentstoimprovetheirunderstandingofvocabularyandgrammar.7.ProjectWork:AssigningprojectsthatrequireresearchandgroupcollaborationallowsstudentstoengageinextendedperiodsofEnglishusage,enhancingtheirlanguageskillsthroughhands-onexperience.8.DifferentiatedInstruction:Recognizingthediverseneedsofstudents,teacherscanadaptactivitiesandtaskstosuitdifferentlearningstyles,ensuringthatallstudentsengagewiththelanguageandthattheclassremainsinteractive.Explanation:

InteractiveactivitiesintheEnglishclassroomarecrucialforfosteringstudentparticipationandencouraginglanguageacquisition.Byincorporatingpairorgroupwork,think-pair-share,debates,role-playing,technology,choralresponses,games,projectwork,anddifferentiatedinstruction,teacherscancatertovariousstudentneedsandprovideafunandengaginglearningenvironment.TheseactivitiesnotonlymaketheclassmoredynamicbutalsohelpstudentsbuildconfidenceintheirEnglishspeakingandlisteningskills.三、教學(xué)情境分析題（30分）Question:AsanEnglishteacherforjuniorhighschoolstudents,youareassignedtoteachtheunit“MyFutureCareer”fromthetextbook“EnglishforJuniorHighSchool”.ThestudentsareinGrade8andhavealreadystudiedsomebasicvocabularyandgrammarrelatedtocareersandfutureplans.Theclassconsistsof30studentswithmixedEnglishproficiencylevels.Inthisunit,youarerequiredtopreparealessonplanthatfocusesonthedevelopmentofreadingcomprehensionskillsandvocabularyacquisition.Thelessonwillbe45minuteslong.Task:

Analyzetheteachingsituationandprovidealessonplanoutlineforthegivenscenario.Answer:LessonPlanOutline:Objective:

Studentswillbeabletoreadapassageaboutfuturecareers,understandthemainideasanddetails,andexpandtheirvocabularyrelatedtodifferentprofessions.Materials:Textbook:“EnglishforJuniorHighSchool”Handout:“MyFutureCareer”passageVocabularycardswithrelatedprofessionsandtheirdefinitionsWhiteboardandmarkersProjectorfordisplayingthepassageLessonProcedure:1.Warm-up(5minutes):Startwithaquickreviewofpreviouslylearnedvocabularyrelatedtocareers.AskstudentstosharetheirownfuturecareeraspirationsinEnglish.2.Introduction(5minutes):Introducethelesson’sobjective.Brieflydiscusstheimportanceofunderstandingdifferentcareersandfutureplans.3.Pre-reading(10minutes):Distributethehandoutwiththe“MyFutureCareer”passage.Askstudentstoskimthroughthepassagequicklyandidentifythemaintopic.Promptstudentstopredictwhatthepassagemightcontainbasedonthetitle.4.Reading(15minutes):Havestudentsreadthepassagesilentlyorinpairs.Encouragethemtouseadictionaryoraglossaryforunfamiliarwords.Afterreading,discussthefollowingquestionsasaclass:Whatisthemainideaofthepassage?Whatarethedifferentcareersmentionedinthepassage?Whatarethekeypointsabouteachcareer?5.VocabularyDevelopment(10minutes):Introducevocabularycardsrelatedtoprofessions.Havestudentsmatcheachcardwithitsdefinition.Askstudentstousethenewvocabularyinsentences,eitherindividuallyoringroups.6.GroupActivity(5minutes):Dividetheclassintosmallgroupsof4-5students.Eachgroupwillbegivenadifferentprofessiontoresearch.Studentswillsharetheirfindingswiththeclass.7.Conclusion(5minutes):Recapthekeypointsofthelesson.Encouragestudentstoreflectontheirownfuturecareeraspirationsandhowtheycanprepareforthem.Explanation:Thislessonplanisdesignedtomeettheneedsofthegiventeachingsituationbyfocusingonreadingcomprehensionskillsandvocabularyacquisition.Thewarm-upandintroductionsectionshelpengagethestudentsandsetthestageforthelesson.Thepre-readingactivityencouragesstudentstopredictthecontentofthepassage,whichcanimprovetheirreadingcomprehension.Thereadingactivityallowsstudentstopracticetheirreadingskillswhilethevocabularydevelopmentsectionexpandstheirvocabulary.Thegroupactivitypromotescollaborationandresearchskills,whiletheconclusionencouragesstudentstoreflectontheirownfutureaspirations.四、教學(xué)設(shè)計(jì)題（40分）Question:

AteacherisplanningalessononidiomaticexpressionsinEnglishfora9th-gradeclass.Thelessonaimstoenhancestudents’abilitytorecognizeanduseidiomaticexpressionsincontext.Giventhefollowinglistofidiomaticexpressions:Aworkspaceisahiveofactivity.Heisthebee’sknees.Breakaleg!Don’tjudgeabookbyitscover.Apennyforyourthoughts.Designa45-minutelessonplanthatincludes:1.Introduction(5minutes)2.Presentationofidiomatic