2024年教師資格考試初中學(xué)科知識(shí)與教學(xué)能力英語試題與參考答案

2024年教師資格考試初中英語學(xué)科知識(shí)與教學(xué)能力模擬試題與參考答案一、單項(xiàng)選擇題（本大題有30小題，每小題2分，共60分）1、WhichofthefollowingistheprimaryfocusofteachingEnglishasthefirstlanguagetojuniorhighschoolstudents?ExpandingvocabularyandgrammarrulesCultivatingbasicreadingandwritingskillsEnhancinglisteningandspeakingproficiencyDeepeningcomprehensionandanalyticalskillsAnswer:B)CultivatingbasicreadingandwritingskillsExplanation:TheprimaryfocusofteachingEnglishasthefirstlanguagetojuniorhighschoolstudentsshouldbeondevelopingtheirfoundationalreadingandwritingskills.Whilelearningnewvocabularyandgrammarrules,andenhancinglisteningandspeakingabilitiesareimportant,theseskillsaretypicallymoreemphasizedinearliergrades.Atthejuniorhighschoollevel,studentsneedtostrengthenandapplythesebasicskillseffectively.2、Whatmethodismostappropriateforassessingstudents’writingskillsinanEnglishclass?Multiple-choicequizzesOralpresentationsWritingsamplesListeningcomprehensiontestsAnswer:C)WritingsamplesExplanation:Writingsamplesprovideacomprehensiveviewofastudent’sabilitytoexpressideasinwriting,includingtheirvocabularyusage,grammaticalaccuracy,andoverallcoherence.Thismethodismostappropriateforassessingstudents’writingskillsinanEnglishclass.Multiple-choicequizzesarebetterforgaugingknowledgeofspecificfactsorvocabulary,andoralpresentationsareusefulforevaluatingspeakingskills.Listeningcomprehensiontestsaremorerelevantforassessinglisteningskills.3、WhichofthefollowingphrasesismostsuitabletointroduceanewtopicinanEnglishlessonforjuniorhighschoolstudents?A.Let’shaveaquickreviewoftheprevioustopic.B.Nowthatwe’vediscussedthebasics,I’dliketomoveontoanewchapter.C.Togetstarted,Iwillaskyousomequestionsaboutthetopic.D.brothersandsisters,pleasepayattentiontowhatI’mgoingtointroducetoyoutoday.Answer:D解析：在初中英語課堂上，為了吸引學(xué)生的注意力并營造一個(gè)活躍的課堂氛圍，教師通常會(huì)以“brothersandsisters,pleasepayattentiontowhatI’mgoingtointroducetoyoutoday”這樣的語言來引入新的主題。這不僅能夠引起學(xué)生的興趣，還可以讓他們意識(shí)到接下來要學(xué)習(xí)的內(nèi)容。4、Whendesigningalessonplanforteachinganewgrammarconcept,whichofthefollowingactivitiesismosteffectiveforengagingstudentsandhelpingthemmastertheconcept?A.’=readandsummarizeapassagerelatedtothegrammarconcept.B.Havethestudentscompleteafill-in-the-blanksexercisewiththenewgrammarstructure.C.Showavideoclipanddirectthestudentstonoticeandidentifythegrammarusageinthevideo.D.Askstudentstocreateapresentationusingthenewgrammarstructureanddemonstrateittotheclass.Answer:D解析：在教授新的語法概念時(shí)，讓學(xué)生通過制作和展示與該語法結(jié)構(gòu)相關(guān)的演示文稿，可以激發(fā)學(xué)生的興趣，培養(yǎng)他們的創(chuàng)造力，并通過實(shí)踐來加深對(duì)語法概念的理解。這種方法比單純的閱讀、填空或觀看視頻更具有互動(dòng)性和實(shí)踐性，有助于學(xué)生更好地掌握新概念。5、Whichofthefollowingsentencescorrectlyusesthepastperfecttense?

A)Shehadfinishedherhomeworkbeforeshewenttobed.

B)Theyhasalreadyeatendinnerwhenwearrived.

C)WehavebeentoCanadalastsummer.

D)Theprojectwascompletedbytheteambeforethedeadline.Answer:AExplanation:ThecorrectchoiceisAbecauseitcorrectlyusesthepastperfecttense(“hadfinished”)toindicateanactionthatoccurredbeforeanotheractioninthepast.InB,“has”shouldbe“had”toagreewiththesubjectandmaintainthepastperfecttense.Cincorrectlymixesthepresentperfecttensewithaspecifictimereference,whichisnotallowed.Disinthepassivevoiceanddoesnotusethepastperfecttense.6、Inthecontextoflanguageteaching,whatdoestheacronymPPPstandfor?

A)Presentation,Practice,Production

B)Preparation,Practice,Performance

C)Planning,Practice,Presentation

D)Presentation,Practice,ProofreadingAnswer:AExplanation:PPPstandsforPresentation,Practice,Production.Thisisacommonlessonframeworkusedinlanguageteachingwheretheteacherfirstpresentsnewlanguageitems(Presentation),thenprovidesopportunitiesforstudentstopracticeusingthemincontrolledactivities(Practice),andfinallyallowsstudentstoproducelanguagemorefreely,integratingthenewitemsintotheirownspeechorwriting(Production).7、Whatisthemostappropriateformoftheverb“be”tocompletethefollowingsentence?

“Theteacher___________verypatientwithherstudents.”A.isB.amC.areD.beAnswer:A.isExplanation:Thesentenceisinthepresenttenseandreferstotheteacherasasinglesubject,sothecorrectformoftheverb“be”is“is.”8、Choosethesentencethatcorrectlyusesthepastperfecttense.A.Shehadfinishedherhomeworkbeforesherealizedshehadforgottentosubmitit.B.Shefinishedherhomeworkaftersherealizedshehadforgottentosubmitit.C.Shewasfinishingherhomeworkwhensherealizedshehadforgottentosubmitit.D.Shehadfinishedherhomeworkandthensherealizedshehadforgottentosubmitit.Answer:A.Shehadfinishedherhomeworkbeforesherealizedshehadforgottentosubmitit.Explanation:Thepastperfecttenseisusedtodescribeanactionthatwascompletedbeforeanotherpastaction.Inthiscase,finishingthehomeworkhappenedbeforetherealizationofforgettingtosubmitit,makingoptionAthecorrectchoice.9、WhichofthefollowingsentencepatternsiscommonlyusedtoexpressaconditioninEnglishteaching?If+presenttense,will+infinitiveIf+pastperfect,pastperfect+infinitiveIf+presentperfect,will+infinitiveIf+presentsimple,will+infinitiveAnswer:D)If+presentsimple,will+infinitive解析：在英語教學(xué)中，條件句常使用“If+現(xiàn)在時(shí)態(tài),will+不定式”的形式來表達(dá)將來可能發(fā)生的事情。例如：Ifitrains,wewillstayathome.10、WhichofthefollowingteachingstrategiesismosteffectiveinpromotingcollaborativelearningamongstudentsinanEnglishclass?IndividualworkwherestudentsworkindependentlyTeacher-directedactivitieswherestudentsfollowteacherinstructionsSmallgroupworkwherestudentsworktogethertowardsacommongoalCompetitiveactivitieswherestudentscompeteagainsteachotherAnswer:C)Smallgroupworkwherestudentsworktogethertowardsacommongoal解析：促進(jìn)學(xué)生在英語課堂上的合作學(xué)習(xí)最有效的方法是小組合作活動(dòng)，因?yàn)檫@能鼓勵(lì)學(xué)生共同工作，實(shí)現(xiàn)共同目標(biāo)，同時(shí)也能提高他們的溝通能力和團(tuán)隊(duì)協(xié)作能力。11.Thefollowingsentenceisacomplexsentencewithadependentclause.Whichofthefollowingisthecorrectsubordinateclauseinthissentence?A.Thestudentswhoarelatemustsitatthebackoftheclassroom.B.Ifthestudentsarelate,theymustsitatthebackoftheclassroom.C.Whenthestudentsarelate,theymustsitatthebackoftheclassroom.D.Becausethestudentsarelate,theymustsitatthebackoftheclassroom.Answer:B

Explanation:OptionBisacomplexsentencewithaconditional(if)clausethatmodifiesthemainclause.Thecorrectsubordinateclauseinthiscaseisthe“if”clausethatprovidesaconditionforthemainclausetooccur.12.Choosethesentencethatiswritteninthepassivevoice.A.Thestudentsreadthebook.B.Thebookwasreadbythestudents.C.Readingthebookisenjoyable.D.Thestudentsenjoyreadingthebook.Answer:B

Explanation:選項(xiàng)B是一個(gè)被動(dòng)語態(tài)的句子。在被動(dòng)語態(tài)中，動(dòng)作的承受者（thebook）是句子主語，而執(zhí)行動(dòng)作的施動(dòng)者（thestudents）是介詞短語bythestudents所表示的。其他選項(xiàng)都是主動(dòng)語態(tài)的句子。13、TheteacherencouragesstudentstouseEnglishinreal-lifesituations.Whichofthefollowingactivitieswouldbemosteffectiveindevelopingthisskill?ReadingcomprehensionexercisesListeningcomprehensionexercisesRole-playinggamesVocabularyquizzesAnswer:C)Role-playinggamesExplanation:Role-playinggamesareparticularlyeffectiveindevelopingstudents’abilitytouseEnglishinreal-lifesituationsbecausetheysimulatereal-lifecontextsandencouragestudentstoengageindialogueandcommunication,whichiscrucialforlanguageproficiency.Readingcomprehensionexercises,listeningcomprehensionexercises,andvocabularyquizzesareimportant,buttheydonotprovidethesamelevelofpracticallanguageuseandcommunicationskillsdevelopment.14、Inalessonondescribingpeople,theteacherwantstoensurethatstudentscandifferentiatebetweenadjectivesthatdescribephysicalappearanceandthosethatdescribepersonalitytraits.Whichofthefollowingteachingstrategieswouldbemostappropriate?ProvidingalistofadjectivesandaskingstudentstocategorizethemShowingavideoaboutfamouspersonalitiesandaskingstudentstoidentifyadjectivesusedtodescribetheirphysicalappearanceConductingadebateonwhetherphysicalappearanceorpersonalityismoreimportantReadingapassageaboutacharacterandaskingstudentstohighlightadjectivesusedtodescribebothAnswer:A)ProvidingalistofadjectivesandaskingstudentstocategorizethemExplanation:Byprovidingalistofadjectivesandaskingstudentstocategorizethem,theteachercanexplicitlyteachanddifferentiatebetweenadjectivesforphysicalappearanceandthoseforpersonalitytraits.Thisactivityhelpsstudentsunderstandthedifferencesandimprovestheirvocabularyandclassificationskills.WhileoptionsB,C,andDarealsousefulintheirownways,theydonotdirectlyaddressthespecificlearningobjectiveofdistinguishingbetweenadjectivesforphysicalappearanceandpersonalitytraits.15、WhichofthefollowingbestdescribestheprimarygoaloftheCommonCoreStateStandardsinEnglishLanguageArtsformiddleschoolstudents?A.TopreparestudentsforcollegeandcareerreadinessB.TofocussolelyonreadingandcomprehensionskillsC.Toenhancestudents’vocabularyandwritingskillsD.TointegratetechnologyindailyclassroomactivitiesAnswer:A.TopreparestudentsforcollegeandcareerreadinessExplanation:TheprimarygoaloftheCommonCoreStateStandardsinEnglishLanguageArtsformiddleschoolstudentsistoensuretheyarecollegeandcareerreadyupongraduation.Thisinvolvesnotonlydevelopingtheirreadingandwritingskillsbutalsopreparingthemforthedemandsofhighereducationandfuturecareers.16、WhichofthefollowingstrategieswouldbemosteffectiveforteachingverbtensesinamiddleschoolEnglishclass?A.UsingonlywrittenexercisestopracticeverbtensesB.ProvidingextensivegrammarrulesandexpectstudentstomemorizethemC.Incorporatingreal-lifescenariosandinteractiveactivitiestoapplydifferentverbtensesD.FocusingsolelyonpasttenseverbsandignoringotherverbtensesAnswer:C.Incorporatingreal-lifescenariosandinteractiveactivitiestoapplydifferentverbtensesExplanation:Usingreal-lifescenariosandinteractiveactivitiestoapplydifferentverbtensesisaneffectivestrategyforteachingverbtensesinamiddleschoolEnglishclass.Thisapproachhelpsstudentsunderstandhowdifferentverbtensesareusedincontextandmakeslearningmoreengaging.17、WhatisthemainpurposeofteachingavocabularylistinEnglishclassatthe初中l(wèi)evel?A.Totestthestudents’memoryandabilityto爛記詞匯B.Totrainthestudents’speakingabilitiesthroughpracticalconversationsC.Todevelopthestudents’criticalthinkingskillsthrough的分析和辨析D.Toincreasethestudents’EnglishvocabularyknowledgeforreadingcomprehensionAnswer:D

Explanation:Themainpurposeofteachingavocabularylistatthe初中l(wèi)evelistoincreasethestudents’Englishvocabularyknowledge.Whileotherskillssuchasspeaking,criticalthinking,andanalyticalabilitiesarealsoimportant,increasingvocabularyistypicallytheprimarygoalinthiscontext.Readingcomprehensionisoftenlinkedtoexpandedvocabulary,makingoptionDthemostsuitableanswer.18、IntheteachingofEnglishatthe初中l(wèi)evel,whichofthefollowingmethodsismosteffectiveforimprovingstudents’understandingofgrammar?A.RulesandRegulationsApproachB.CommunicativeLanguageTeaching(CLT)C.Grammar-TranslationMethodD.Task-BasedLearningApproachAnswer:B

Explanation:TheCommunicativeLanguageTeaching(CLT)methodismosteffectiveforimprovingstudents’understandingofgrammarinEnglishatthe初中l(wèi)evel.CLTfocusesoncommunicationandpractical,real-lifeusageoflanguage,whichenablesstudentstounderstandandinternalizegrammaticalstructuresmoreeffectively.TheRulesandRegulationsApproach,Grammar-TranslationMethod,andTask-BasedLearningApproachcanalsobehelpfulinteachinggrammar,butCLTisoftenconsideredthemosteffectivefordevelopinggrammarskills.19.WhatisthemostappropriatewaytointroduceanewvocabularywordinajuniorhighschoolEnglishclassroom?Simplylistingthewordontheboardandaskingstudentstomemorizeit.Providingadefinitionandexamplesentencewithoutanycontext.Usingpictures,real-lifeexamples,andcontexttohelpstudentsunderstandtheword.Givingawordbankandlettingstudentsguessthemeaningofthenewword.Answer:C)Explanation:Introducingnewvocabularythroughpictures,real-lifeexamples,andcontexthelpsstudentsunderstandthewordbetterandretainitmoreeffectively.Simplylistingthewordorprovidingadefinitionwithoutcontextcanbelesseffectiveintermsoflong-termmemoryandunderstanding.20.Inalessonondescribingpeople,whichofthefollowingactivitiesismostsuitableforassessingstudents’understandingofadjectives?Amultiple-choicequizwithadjectivesrelatedtophysicalappearance.Agroupdiscussiononhowtodescribeafriendusingadjectives.Awrittentestwherestudentsmustdescribeacharacterfromabookusingadjectives.Anindividualpresentationwherestudentsmustdescribethemselvesusingadjectives.Answer:B)Explanation:Agroupdiscussionallowsstudentstopracticeusingadjectivesinaconversationalcontext,whichcanhelpthemunderstandthenuancesandappropriateusageofadjectives.Whileotheractivitiesmayassessunderstandingofadjectives,agroupdiscussionismoreinteractiveandencouragescollaborativelearning.21、WhichofthefollowingisNOTacharacteristicofpronunciationteachinginEnglish?A.ConsistencyinteachingsoundsB.PhonicrulesforspellingC.FocusonintonationandstressD.StrictlyfollowtextbookswithoutvariationAnswer:D.Strictlyfollowtextbookswithoutvariation

Explanation:Consistentteachingofsounds,teachingphoneticrulesforspelling,andfocusingonintonationandstressareallimportantaspectsofpronunciationteaching.However,followingthetextbookstrictlywithoutvariationcanlimittheteacher’sabilitytoadapttothespecificneedsofstudentsortointroducerelevantculturalcontexts,whichisdetrimentaltoeffectivepronunciationlearning.22、Whichapproachismostappropriateforteachingtheverbtense‘PresentPerfectContinuous’?A.UsingflashcardstomemorizethetenserulesB.ProvidingdirecttranslationofthetenseforstudentstolearnC.Demonstratingitsuseincontextwithreal-lifeexamplesandstorytellingD.IntroducingitonlythroughgrammarexercisesAnswer:C.Demonstratingitsuseincontextwithreal-lifeexamplesandstorytelling

Explanation:The‘PresentPerfectContinuous’tenseiscomplexandbesttaughtthroughcontext.Usingreal-lifeexamplesandstorytellinghelpsstudentsunderstandthetense’susageindifferentsituationsandformadeeperunderstanding.Flashcardsanddirecttranslationcanbehelpfulbutarenotaseffectiveforteachingthistense.Grammarexercisesalonemightnotprovidetheneededcontexttograsptheconceptfully.23.WhichofthefollowingsentencestructuresiscommonlyusedtoexpressacommandinEnglish?A.Subject+Verb+ObjectB.Subject+Shall+VerbC.Subject+Must+VerbD.Subject+Can+VerbAnswer:B

Explanation:InEnglish,“Shall”iscommonlyusedtoexpressacommandoradirectorder.Example:“Shallyougotothestore?”24.Theteacherisusingagroupactivitytoencouragestudentcollaborationandparticipation.Whichofthefollowingactivitiesismostsuitableforthispurpose?A.PairworkB.IndividualquizC.ClassdebateD.HomeworkassignmentAnswer:C

Explanation:Aclassdebateisagreatwaytoengagestudentsincollaborationandparticipation.Itallowsfortheexchangeofideasandencouragesstudentstothinkcritically.25.Thefollowingsentenceiswritteninapassivevoice.Whichofthefollowingoptionsisthecorrectactivevoiceformofthesentence?A.Thebookwaswrittenbytheauthorlastyear.B.Theauthorwrotethebooklastyear.C.Thebookwritesbytheauthor.D.Theauthorwritesthebook.Answer:BExplanation:Theactivevoiceformofasentenceplacesthesubjectofthesentencefirstandthentheverb,whereasthepassivevoiceformplacestheverbfirstandthenthesubject.Thecorrectactivevoiceformofthesentence“Thebookwaswrittenbytheauthorlastyear”is“Theauthorwrotethebooklastyear.”26.Choosethecorrectsentencefromthefollowingoptionsthatusesthecorrectprepositionwiththeword“in”:A.Sheisinterestedtogototheparty.B.Sheisinterestedingoingtotheparty.C.Sheisinterestedforgoingtotheparty.D.Sheisinterestedwithgoingtotheparty.Answer:BExplanation:Thecorrectprepositiontousewith“beinterested”and“in”somethingis“in.”Thus,thecorrectsentenceis“Sheisinterestedingoingtotheparty.”Theotheroptionsuseincorrectprepositionswith“beinterested.”27、Themainpurposeofaliteraturereviewisto:A、Presentnewfindingsinaresearchstudy.B、Summarizeandcriticallyanalyzeexistingresearchrelatedtoaspecifictopic.C、Providealistofreferencesforfurtherreading.D、Teachbasicgrammarandvocabularyskills.

Answer:B

Explanation:Aliteraturereviewaimstosummarize,analyze,andsynthesizescholarlyworksrelatedtoaparticulartopic.Itprovidesanoverviewofexistingknowledge,allowsforacriticalevaluationofpreviousresearch,andoftenhighlightsgapsinthecurrentbodyofresearch.Therefore,thecorrectanswerisB.28、Whichofthefollowinginstructionalstrategiesisbestsuitedforfosteringstudentengagementandunderstandinginalargeclassroom?A、Whole-classdiscussionswheretheteacherleadstheconversation.B、Individualworksheetsfocusingonrotememorizationofnewvocabulary.C、Groupworkwithdiverseactivitiesandrolestopromoteinteraction.D、Passivelisteningtoalecturebytheteacher.

Answer:C

Explanation:Tofosterstudentengagementandunderstandinginalargeclassroom,itisbesttouseinstructionalstrategiesthatpromoteinteractionamongstudents.Groupworkwithdiverseactivitiesandrolesnotonlyhelpsinmanagingthesizeoftheclassbutalsoencouragesactiveparticipationandcollaboration.Therefore,thecorrectanswerisC.29、WhatistheprimarypurposeofusingTask-BasedLanguageTeaching(TBLT)inaprimaryschoolEnglishclassroom?A.Toteachgrammarrules.B.Tofosterstudentautonomy.C.Toimprovepronunciation.D.Tointroducenewvocabulary.Answer:BExplanation:Task-BasedLanguageTeaching(TBLT)primarilyfocusesonengagingstudentsincommunicativetasksthataremeaningfulandleadtonaturallanguageproduction,thusfosteringstudentautonomyinlearning.AlthoughTBLTcanindirectlyimprovepronunciationandintroducenewvocabulary,itsmainpurposeisnotlimitedtothoseaspects.30、InordertopromotecriticalthinkinginanEnglishclassroom,whichofthefollowingtechniqueswouldbemosteffective?A.Usingrepetitionandrotememorization.B.Encouragingstudentstomakepredictionsaboutatext.C.Teachinglanguagethroughdirecttranslation.D.Providingdetailederrorcorrectiononeverygrammaticalmistake.Answer:BExplanation:Encouragingstudentstomakepredictionsaboutatextisatechniquethatpromotescriticalthinking.Itinvitesstudentstothinkaheadandactivelyengagewiththetext,whichcanenhancetheirunderstandingandanalyticalskills.Repetitionandrotememorization(A),teachingthroughdirecttranslation(C),andprovidingdetailederrorcorrection(D)maynotbeaseffectiveinpromotingcriticalthinking.二、簡(jiǎn)答題（20分）Question:

Whatarethemaindifferencesbetweengrammar-basedandtask-basedapproachesinlanguageteaching,andhowdotheyaffectthelearningprocess?Answer:

Themaindifferencesbetweengrammar-basedandtask-basedapproachesinlanguageteachingareasfollows:1.Focus:Grammar-basedapproach:Thefocusisonteachinglanguagestructureandgrammarrules.Themainobjectiveistohelplearnersacquireaccurateandgrammaticallycorrectlanguage.Task-basedapproach:Thefocusisonusinglanguageinreal-lifesituations.Themainobjectiveistoenablelearnerstocommunicateeffectivelyandmeaningfully.2.Methodology:Grammar-basedapproach:Teachersoftenuseadeductiveapproach,wheretherulesandstructuresarepresentedfirst,followedbyexercisesandpractice.Task-basedapproach:Teachersuseaninductiveapproach,wherelearnersdiscovertherulesandstructuresthroughperformingtasksandreal-lifeinteractions.3.Learnerengagement:Grammar-basedapproach:Learnersmightfeelboredordisengagediftheyspendmostoftheirtimememorizingrulesanddoingrepetitiveexercises.Task-basedapproach:Learnersaremorelikelytobeengagedandmotivatedastheycanseethepracticaluseofthelanguageandhavetheopportunitytointeractwithothers.4.Learningprocess:Grammar-basedapproach:Learnersmightstrugglewithunderstandingtheunderlyingprinciplesoflanguageastheyrelyonexplicitteachingandmemorization.Task-basedapproach:Learnersaremorelikelytodevelopanintuitiveunderstandingoflanguageastheylearnthroughinteraction,negotiation,andcollaboration.Howtheyaffectthelearningprocess:Grammar-basedapproach:Thisapproachcanhelplearnersacquireasolidfoundationinlanguagestructureandgrammarrules.However,itmightnotalwaysencourageeffectivecommunicationandreal-lifeapplicationofthelanguage.Task-basedapproach:Thisapproachpromotesbettercommunicationskills,problem-solvingabilities,andreal-lifelanguageuse.Learnersaremorelikelytoretainthelanguagetheyhavelearnedastheycanseeitspracticalvalue.Inconclusion,bothapproacheshavetheirstrengthsandweaknesses.Combiningbothmethodscanprovideabalancedandcomprehensivelanguagelearningexperience.三、教學(xué)情境分析題（30分）Three:TeachingScenarioAnalysis(總分:20分)Scenario:Ms.

Liispreparingalessonon“TheStoryofTreasureIsland”byRobertLouisStevensonforherjuniorhighschoolEnglishclass.Sheplanstousethisclassicnoveltoteachreadingcomprehensionandcriticalthinkingskills.Hereistheoverviewoftheplannedlesson:1.Introduction(5minutes):Introducethenovelwithabriefbackgroundandsummary.2.MainActivity(25minutes):Studentswillreadthefirstfewchapterswithaworksheetthatincludesquestionstoguidetheirreading(comprehension,inference,andprediction).3.Discussion(15minutes):Discussthequestionsinsmallgroupsandthenshareinsightswiththeclass.4.Conclusion(5minutes):Summarizekeypointsandansweranyremainingquestions.Question:InMs.

Li’slessonplan,shewantsstudentstodevelophigher-levelthinkingskillsratherthanjustbasiccomprehension.Basedonherplan,discusshowyouwouldmodifythelessontobetterachievethisgoal.Specifically,explainthespecificchangesyouwouldmakeandwhy.Answer:

Tobetterachievethegoalofdevelopinghigher-levelthinkingskills,Ms.

Licanmakethefollowingmodificationstoherlessonplan:1.Pre-ReadingActivities(10minutes):Activity:Beforeintroducingthenovel,engagestudentswithaThink-Pair-Shareactivitywheretheybrainstormandsharetheirideasaboutwhattheythinkthestoryisaboutbasedonthetitle“TreasureIsland.”Thiscanhelpactivatestudents’priorknowledgeandhigher-levelthinkingskills.Reasoning:Thisactivityencouragescriticalthinkingandpromotestheskillofmakinginferencesbasedonlimitedinformation.2.GuidedReadingwithaTwist(30minutes):Modification:Insteadofjustprovidingquestionsthatguidereading,addmoreopen-endedquestionsanddiscussionpromptsthatrequirehigher-orderthinking.Example:“Explainwhyyouthinkthecharacterchosetotakeaparticularaction.Whatevidenceinthetextsupportsyouranswer?”Reasoning:Thesequestionspromptstudentstoanalyzethetextmoredeeplyandprovidejustificationfortheiranswers,enhancingtheircriticalthinkingskills.3.DeeperDiscussioninSmallGroups(20minutes):Modification:Facilitateadiscussionwherestudentsexplorethethemesofthestoryinmoredepth.Forinstance,discusstheethicalimplicationsofseekingtreasureortheroleoffriendshipinthenarrative.Example:“Howdoesthethemeoffriendshipchangethroughoutthefirstfewchapters?Providespecificexamplesfromthetexttosupportyouranswer.”Reasoning:Thisencouragesstudentstothinkmoredeeplyabouttheunderlyingthemesandtheirsignificance,fosteringhigher-levelthinking.4.Conclusion(10minutes):Modification:Endthelessonwithareflectiveactivitywherestudentswriteashortessayorjournalentryreflectingonacharacter’sjourneyandtheirownlifeparallelsorreactionstothestory.Example:“Chooseonecharacterfromthestoryandwriteabouthowtheirjourneyreflectsordiffersfromyourownexperiences.”Reasoning:Thisactivityencouragesstudentstomakepersonalconnectionsandreflectonthetext,furtherenhancingtheiranalyticalandcriticalthinkingskills.Byincorporatingthesemodifications,Ms.

Licanmoreeffectivelydevelopherstudents’higher-levelthinkingskills.Thechangesfocusonengagingstudentswithcriticalthinkingquestionsandencouragingthemtoreflectdeeplyonthetext’sthemesandcharacters.Thisexampledemonstratesastructuredapproachtomodifyingalessonplantobetteralignwiththegoalofdevelopinghigher-levelthinkingskills.Italsoprovidesaclearrationaleforeachmodification.四、教學(xué)設(shè)計(jì)題（40分）題目：Designa45-minutelessonplanforauniton“GettingAround”formiddleschoolstudentslearningEnglish.Thelessonshouldaimtohelpstudentspracticetheirlisteningandspeakingskillswhilealsointroducingthemtodifferentmeansoftransportation.Thestudentsshouldbeabletodescribetheirpreferredmodeoftransportandexplainwhy.LessonPlan:Title:TravelChoices:GettingAroundObjective:Toenablestudentstounderstandandusevocabularyrelatedtomeansoftransportation,practicelisteningandspeakingskills,andexpresstheirpreferencesfortravelmodes.Materials:HandoutwithpicturesofdifferentmeansoftransportationandquestionpromptsAudiorecordingwithamonologueaboutdifferentmodesoftransportWhiteboardandmarkersFlashcardswithmeansoftransportationWarm-Up(10minutes):1.Startwithabriefdiscussionaboutthestudents’experiencesoftravel.Askthemtosharewhattheylikeordislikeabou