教師資格考試初級中學英語學科知識與教學能力試卷及解答參考(2025年)

2025年教師資格考試初級中學英語學科知識與教學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、InajuniorhighschoolEnglishclass,whichofthefollowingteachingstrategiesismostsuitableforintroducinganewgrammarpoint?A.DirectinstructionB.Learner-centeredactivitiesC.DiscussionamongstudentsD.TeacherquestionandanswersessionAnswer:B.Learner-centeredactivitiesExplanation:Introducinganewgrammarpointthroughlearner-centeredactivitiesisthemostsuitablestrategy.Itallowsstudentstopracticethegrammarpointindependentlyandencouragesactivelearning,whichhelpsthemtointernalizethestructureandrulesofthelanguageeffectively.2、WhatisthemainobjectiveofformativeassessmentinajuniorhighschoolEnglishlesson?A.Tomeasurethefinalachievementofthestudents.B.Toprovideconstructivefeedbacktoguidestudents’learningprocess.C.Toevaluatetheoverallperformanceoftheentireclass.D.Torankstudentsbasedontheirperformance.Answer:B.Toprovideconstructivefeedbacktoguidestudents’learningprocess.Explanation:ThemainobjectiveofformativeassessmentinajuniorhighschoolEnglishlessonistoprovidestudentswithconstructivefeedback,whichhelpsthemunderstandtheirweakpointsandareastoimprove,therebyguidingtheirlearningprocesseffectively.3、Whichofthefollowingsentencesisanexampleofthepassivevoice?A.Thestudentswrotethereport.B.ThebookwasreadbySarah.C.Theywillfinishtheprojecttomorrow.D.Shesingsbeautifully.Answer:BExplanation:InEnglishgrammar,thepassivevoiceisusedtoshowinterestinthepersonorobjectthatexperiencesanactionratherthanthepersonorobjectthatperformstheaction.Itisformedbyusingtheverb‘tobe’followedbythepastparticipleofthemainverb.OptionB,“ThebookwasreadbySarah,”correctlyusesthepassivevoicestructure.4、Whatisthecorrectformoftheverbtouseinthesentencebelow?“Thechildren_____(play)outsidewhenitstartedtorain.”A.playsB.playC.playingD.wereplayingAnswer:DExplanation:Thesentencedescribesanongoingactionataspecifictimeinthepast,whichrequiresthepastcontinuoustense.Thepastcontinuoustenseisformedbyusingtheauxiliaryverb‘was/were’+thepresentparticiple(-ingform)ofthemainverb.Sincethesubject“children”isplural,thecorrectchoiceis“wereplaying.”5、Whatisthemainpurposeofthefollowingsentenceinareadingcomprehensiontext?

“A:Lookatthegraphonpage5.ItshowstheincreaseinthenumberofstudentsstudyingEnglishinChinaoverthepastdecade.

B:Yes,itclearlyillustratesthetrendandwecanseethatthenumbershavebeenrisingsteadily.”Toprovideasummaryofthetext.Toencouragethereadertoreadthegraph.Toaskaquestionaboutthetext.Tointroduceanewtopic.Answer:A

Explanation:Thesentenceservestoprovideasummaryofthetextbydirectingthereadertoaspecificpartofthetext(page5)andexplainingitspurpose(showingtheincreaseinthenumberofstudentsstudyingEnglish).Itdoesnotencouragethereadertoreadthegraph,askaquestion,orintroduceanewtopic.6、Inthefollowingdialoguebetweentwostudents,whatisthemainfocusoftheconversation?

A:“IheardthatourteacherisgoingtouseaflippedclassroomapproachforournextEnglishlesson.Doyouthinkitwillwork?”B:“Ithinkitmight.Itcouldmakeusmoreengagedandwemighthavemoretimeforpractice.”Theeffectivenessofaflippedclassroomapproach.Thestudents’opinionsabouttheteacher.Thestudents’experiencewithflippedclassrooms.TheupcomingEnglishlesson.Answer:A

Explanation:Themainfocusoftheconversationistheeffectivenessoftheflippedclassroomapproach,asbothstudentsarediscussingwhetheritwillworkandthepotentialbenefitsitcouldhave.Whiletheteacherandtheupcominglessonarementioned,theyarenottheprimaryfocusoftheconversation.7、Whichofthefollowingisacommunicativeapproachtolanguageteaching?A、StructuralismB、Grammar-TranslationMethodC、Task-BasedLanguageTeachingD、Audio-LingualMethodAnswer:C

Explanation:Task-BasedLanguageTeaching(TBLT)focusesontheuseoflanguageformeaningfulcommunication.Itemphasizesthecompletionoftasksthatrequirelearnerstouselanguagetoachieveareal-worldobjective.OtheroptionsrepresentdifferentapproachesbutarenotconsideredcommunicativeinthesamesenseasTBLT.8、InteachingEnglishasaforeignlanguage,whichofthefollowingismostlikelytoinvolveextensiveuseoferrorcorrection?A、TotalPhysicalResponse(TPR)B、ContentandLanguageIntegratedLearning(CLIL)C、ScaffoldedInstructionD、ErrorCorrectionAnswer:D

Explanation:Errorcorrectionisanessentialcomponentoftraditionallanguageteachingmethodsandisoftenusedtohelplearnersimprovetheirlanguageskills.Otheroptionsareteachingmethodologiesorapproachesthatdonotprimarilyfocusonorinvolveerrorcorrectiontothesameextent.9.Theword“democracy”inthesentence“Hehasastrongbeliefindemocracy.”means:

A)freedom

B)majorityrule

C)equality

D)capitalismAnswer:B)

Explanation:Theword“democracy”inthiscontextreferstothesystemofgovernmentwherethepeoplehaveasayintheircountry’saffairs.Thus,itmeans“majorityrule”.10.Whichofthefollowingphrasesprovidesthedirectobjectoftheverb“teach”inthesentence“Theyteachthestudentsaboutmathematics.”?

A)“thestudents”

B)“aboutmathematics”

C)“intheclassroom”

D)“everyafternoon”Answer:B)

Explanation:Thedirectobjectoftheverb“teach”iswhatthestudentsarebeingtaught.Therefore,thedirectobjecthereis“aboutmathematics”.11、WhichofthefollowingisNOTacharacteristicofcommunicativelanguageteaching(CLT)?A.FocusonaccuracyoverfluencyB.UseofauthenticmaterialsC.EmphasisonmeaningfulcommunicationD.IntegrationofallfourlanguageskillsAnswer:A.FocusonaccuracyoverfluencyExplanation:CommunicativeLanguageTeaching(CLT)emphasizestheimportanceofusinglanguageasameansofcommunicationtoconveymeaning.Itprioritizesfluencyandtheabilitytocommunicateeffectivelyovergrammaticalperfection.Whileaccuracyisstillimportant,itisnottheprimaryfocus,whichmakesoptionAincorrectinthecontextofCLTprinciples.12、Inthecontextoflessonplanning,whatdoestheacronym‘SMART’standforwhensettingobjectives?A.Specific,Manageable,Achievable,Relevant,TimelyB.Simple,Measurable,Attainable,Realistic,Time-boundC.Specific,Measurable,Achievable,Relevant,Time-boundD.Straightforward,Manageable,Accessible,Reliable,TimelyAnswer:C.Specific,Measurable,Achievable,Relevant,Time-boundExplanation:SMARTgoalsareapopulartoolusedineducationandmanyotherfieldstosetclearandattainableobjectives.TheacronymstandsforSpecific,Measurable,Achievable,Relevant,andTime-bound.Thisframeworkhelpsteacherscreatewell-definedandactionablelearningobjectivesthatcanguidetheirlessonplanningandassessmentstrategies.13、Theteacher’sabilitytoexplainanewconceptclearlyiscrucialforstudentstounderstandit.Whichofthefollowingstatementsbestdescribesthisconcept?A.TheimportanceofeffectiveteachingstrategiesB.TheroleofclassroommanagementinlearningC.ThesignificanceofstudentengagementD.Theteacher’sresponsibilitytoconveynewconceptsAnswer:D

Explanation:Thestatementfocusesontheteacher’sresponsibilitytoconveynewconceptsclearly,whichisdirectlyrelatedtotheabilitytoexplainanewconcepteffectively.Theotheroptionsareimportantintheirownrightbutdonotspecificallyaddresstheteacher’sroleinexplainingnewconcepts.14、InamiddleschoolEnglishclass,ateacherwantstoencouragestudentstoactivelyparticipateindiscussions.Whichofthefollowingtechniqueswouldbemostappropriate?A.AskingonlystudentswhovolunteertoanswerquestionsB.ProvidingdetailedexplanationswithoutallowinganyinterruptionsorquestionsfromstudentsC.UsingavarietyofquestioningtechniquestoengagedifferenttypesoflearnersD.LimitingthediscussiontimetoensurethatallstudentshaveachancetospeakAnswer:C

Explanation:Usingavarietyofquestioningtechniquescanengagedifferenttypesoflearnersandpromoteactiveparticipation.OptionsAandBcandiscourageparticipationbymakingstudentsfeeluncomfortableorunprepared,whileoptionDmaynotallowforadeepandmeaningfuldiscussion.15、Inthesentence“Theteacheralways_____theclasstobequietwhennecessary,”whichverbismostappropriatetocompletethesentence?requestsdemandsinsistsinsistsAnswer:A)requestsExplanation:Theverb“requests”isthemostappropriatechoicehere.Itconveysapoliteandgentlerequest,whichismoreinlinewiththeteachingsetting.“Demands”and“insists”soundmoreauthoritativeandareoftenusedinamoreformalorlegalcontext.16、Identifythecorrectformoftheverbforthefollowingsentence:“Thestudents_____theirprojectbeforethedeadline.”havecompletedhascompletedhavebeencompletedhadcompletedAnswer:A)havecompletedExplanation:Thecorrectformis“havecompleted.”Thisisbecausethesubject“thestudents”isplural,andinEnglish,theverbmustagreewiththesubjectinnumber.Additionally,sincethisreferstoanactionthathasbeencompleteduptoandincludingthepresenttime,thepresentperfecttenseisused.17、Theirregularverb“go”changesto“went”inthepasttenseand“gone”inthepastparticiple.Whichofthefollowingsentencescorrectlyusesthepastparticiple?Hewenttothepark.Hehadwenttotheparkbeforedinner.Hehadgonetotheparkbeforedinner.Hehasgonetothepark.Answer:C)Hehadgonetotheparkbeforedinner.Explanation:Thecorrectformofthepastparticipleis“gone”touseinperfecttensestructures,asseeninoptionC.Thesentenceimpliesthattheactionofgoingtotheparkhadbeencompletedbeforethedinnertimementioned.18、Inthesentence“Thestudentswereeagertoparticipateintheproject,”whichofthefollowingadverbsbestdescribesthespeedorquicknessoftheeagerness?eagerlyeagereagerlylyeagernessAnswer:A)eagerlyExplanation:Theadverb“eagerly”isusedtomodifytheadjective“eager”andindicatethemannerinwhichthestudentswereeager.Itprovidesinformationaboutthedegreeandmanneroftheeagerness,makingitthecorrectchoice.OptionsBandDarenotadverbs,andoptionC(“eagernessly”)isnotavalidwordformation.19、Whichofthefollowingsentencesiscorrect?

A)Sheenjoystoreadbooks.

B)Heisusedtogettingupearly.

C)Theydecidedtogoshoppingafterhavinglunch.

D)Wearelookingforwardseeingyou.Answer:B)Explanation:InEnglish,certainverbsarefollowedbygerunds(-ingforms),whileotherscanbefollowedbybothgerundsandinfinitives(to+baseformoftheverb).‘Enjoy’istypicallyfollowedbyagerund,sooptionAshouldbe“Sheenjoysreadingbooks.”O(jiān)ptionCisgrammaticallycorrectbutnotasnaturalasitcouldbe;abetterconstructionwouldbe“Theydecidedtogoshoppingaftertheyhadlunch.”‘Lookforwardto’alwaysrequiresagerund,makingoptionDincorrect(“Wearelookingforwardtoseeingyou”).OptionBusesthecorrectstructurewith‘beusedto’followedbyagerund,whichmeansthatsomeonehasbecomeaccustomedtodoingsomething.20、Whattypeofsentencestructureisexemplifiedby“Theboywhowaswearingaredhatranquicklyacrossthestreet”?

A)SimpleSentence

B)CompoundSentence

C)ComplexSentence

D)Compound-ComplexSentenceAnswer:C)Explanation:Thesentenceprovidedisanexampleofacomplexsentence.Itcontainsoneindependentclause(“Theboyranquicklyacrossthestreet”)andonedependentclause(“whowaswearingaredhat”),whichcannotstandaloneasacompletesentence.Asimplesentencehasonlyoneindependentclause,acompoundsentencehastwoormoreindependentclausesjoinedbyaconjunction,andacompound-complexsentencehasatleasttwoindependentclausesandoneormoredependentclauses.21.Theteacherwantstoincorporateafunandinteractiveactivitytoreviewthevocabularyofanewunit.Whichofthefollowingactivitieswouldbemostsuitableforthispurpose?AreadingpassagewithcomprehensionquestionsAvocabularymatchinggameusingflashcardsAwrittenessayontheunittopicAsilentmoviewherestudentsactouttheunitcontentAnswer:B)AvocabularymatchinggameusingflashcardsExplanation:Avocabularymatchinggameusingflashcardsisaninteractiveandfunwayforstudentstoreviewandpracticenewvocabulary.Itallowsstudentstoengagewiththewordsinaphysicalandvisualmanner,enhancingtheirmemorizationandunderstanding.22.Inalessononthepastsimpletense,theteacherwantstoprovideaclearexampleoftheuseof“was/were”and“had.”Whichofthefollowingsentencesisacorrectexampleofthepastsimpletense?Thestudentswerehappybecausetheyhadpassedtheexam.Thestudentswerehappytohavepassedtheexam.Thestudentswerehappytheyhadpassedtheexam.Thestudentswerehappyhadpassedtheexam.Answer:A)Thestudentswerehappybecausetheyhadpassedtheexam.Explanation:Thesentence“Thestudentswerehappybecausetheyhadpassedtheexam”correctlyusesthepastsimpletensewith“were”forthestudentsandthepastperfecttensewith“had”fortheactionofpassingtheexam.Theotheroptionsaregrammaticallyincorrectordonotdemonstratethecorrectuseofpasttenses.23、WhichofthefollowingisNOTakeycomponentoftheEnglishcurriculumatthejuniorhighschoollevel?A.VocabularyacquisitionB.GrammarandsentencestructureC.LiteratureandculturalstudiesD.PhysicalEducationandhealthAnswer:D解析:選項D（體育和健康）并不是英語課程中的關鍵組成部分，而屬于體育課程的一部分。英語課程的關鍵組成部分包括詞匯學習、語法和句型結構、以及文學和文化研究。24、InthecontextofteachingEnglishasaforeignlanguage,whichofthefollowingistheleasteffectivestrategyforimprovingstudents’speakingskills?A.Role-playingactivitiesB.GroupdiscussionsC.ListeningtoEnglishmusicD.IndividualoralpresentationsAnswer:C解析:聽英語音樂雖然有助于培養(yǎng)學生的語感，但不能直接有效地提高學生的口語表達能力。而角色扮演活動（A）、小組討論（B）、以及個人口頭陳述（D）都是直接有助于學生提高口語表達的有效教學策略。25.Inaprimaryschoolclassroom,Mr.

Wangisteachinghisstudentsaboutvegetables.Hewantstocheckifhisstudentsunderstandthenamesofdifferentvegetables.WhichofthefollowingmethodswouldbethemosteffectiveforMr.

Wangtouse?A.ShowingpicturesofvegetablesandaskingstudentstonametheminEnglish.B.Drawingvegetablesontheblackboardandhavingstudentsguessthenamesofeachone.C.Readingalistofvegetablesandhavingstudentswritethemdown.D.TellingstudentstoopentheirdictionariesandlookuptheEnglishnamesofthevegetables.Answer:A.Explanation:Showingpicturesandaskingstudentstonamethemisadirectandvisualmethodthatisparticularlyeffectiveforyoungerlearnerswhomaynotyetbeabletoreadorwrite.Thisactivityalsoreinforcesvocabularymemorizationandpronunciationpractice.26.WhichofthefollowingactivitiesisleastappropriateforasecondaryEnglishclasstopracticegrammaticalstructures?A.Role-playingascenariothatrequiresthestudenttousethepastcontinuoustense.B.Pairworkwherestudentsaskandanswerquestionsusingthepresentperfecttense.C.Usingaworksheetwithmultiple-choicequestionstoreinforceunderstandingofpastsimpletense.D.Groupdiscussionsaboutfutureplans,encouragingtheuseofmodalverbslike“will”and“should.”Answer:C.Explanation:Whileusingaworksheetwithmultiple-choicequestionstoreinforcetensesisacommonexercise,itmaynotbethemosteffectivewaytopracticegrammaticalstructuresinasecondaryclass.Role-playing,pairwork,andgroupdiscussionsareinteractivemethodsthatencouragestudentstoproducethelanguageandapplythegrammaticalstructuresinrealcontexts.Theseapproacheshelpstudentsunderstandtheuseandnuancesofthetensesmuchbetterthantraditionalroteexercises.27、Whichofthefollowingsentencesiscorrectintermsofsubject-verbagreement?A.Thecommitteewasdividedontheissue.B.Neithertheteachernorthestudentswasawareofthechange.C.Mathematicsisaninterestingsubjecttomanystudents.D.Thenewsfromthefrontarenotgood.Answer:CExplanation:InEnglish,subject-verbagreementmeansthatsingularsubjectstakesingularverbs,andpluralsubjectstakepluralverbs.OptionAisincorrectbecause‘committee’isacollectivenounwhichcanbesingularorpluraldependingonthecontext;hereitshouldbe‘were’.OptionBisincorrectaswhen‘neither…nor’connectstwosubjects,theverbagreeswiththesubjectclosertoit,soitshouldbe‘were’.OptionDisincorrectbecause‘news’isanuncountablenounandalwaystakesasingularverb.OptionCiscorrectbecause‘Mathematics’istreatedasasingularsubjectandthustakesasingularverb.28、Inacommunicativeclassroom,whatistheprimaryroleoftheteacher?A.Todictatethepaceandcontentofthelessonatalltimes.B.Tofacilitatestudentinteractionandprovideguidance.C.Tofocussolelyongrammarandvocabularydrills.D.Toensurethatstudentsmemorizeinformationaccurately.Answer:BExplanation:Inacommunicativelanguageteaching(CLT)approach,theteacheractsmoreasafacilitatorandguideratherthanthetraditionalauthorityfigure.Themaingoalistopromotemeaningfulcommunicationandinteractionamongstudents,allowingthemtousethelanguageinpracticalsituations.Thisencouragesstudentstotakeresponsibilityfortheirlearningandtopracticethelanguageinawaythatisrelevanttoreal-lifecontexts.OptionsA,C,andDrepresentmoretraditionalandlesscommunicativeapproachestoteaching,whichdonotalignwiththeprinciplesofCLT.29.Inthefollowingsentence,whichwordisthecorrectpastparticipleoftheverb“do”?A.doneB.didC.todoD.doingAnswer:A.doneExplanation:Thepastparticipleoftheverb“do”is“done.”Itisusedafterhaveoraftermodalverbslikecan,could,may,might,must,shall,should,will,andwouldtoformperfecttenses.30.Choosethewordthatbestcompletesthesentence:Thestudentswere________inthelibrarywhenthefirealarmwentoff.A.studyingB.studyC.tostudyD.studiedAnswer:A.studyingExplanation:Thecorrectwordtocompletethesentenceis“studying,”whichisthepresentcontinuoustenseoftheverb.Itindicatesanactionthatwashappeningatthemomentwhenthefirealarmwentoff.二、簡答題（20分）Question:

DescribeatypicalteachingmethodyouwouldusetoteachthepassivevoiceinanEnglishclassforjuniorhighschoolstudents.Explainwhyyouchosethismethodandhowitbenefitsthestudents’learningprocess.Answer:

AtypicalteachingmethodIwouldusetoteachthepassivevoiceinajuniorhighschoolEnglishclassisthe“Instructor-ledIntroductionfollowedbyInteractivePractice”approach.Thismethodinvolvesseveralsteps:1.IntroductionandExplanation(10minutes):Iwouldstartbyexplainingtheconceptofthepassivevoiceinsimpleterms.Usingclearandconciselanguage,Iwoulddescribewhatthepassivevoiceisandwhyitisuseful.Imightuseexamplessuchas“ThecakewaseatenbySam”toexplainthatthefocusofthesentenceisontheactionratherthanthedoer.2.GuidedExamplesandExercises(15minutes):Next,Iwouldprovideafewguidedexamplesofsentencesconvertedfromactivetopassivevoice.Iwouldthenhandoutworksheetswithsentencesintheactivevoiceandaskstudentstoworkinpairstoconvertthemintothepassivevoice.Thiswouldhelpreinforcetheconceptandallowforimmediatefeedback.3.InteractivePractice(15minutes):Tofurtherengagethestudents,Iwouldleadaconversationoradebatewherestudentshavetousethepassivevoiceintheircontributions.Forexample,wecouldhaveadebateaboutenvironmentalissues,andIwouldencouragestudentstousethepassivevoicetodiscussthepollutionoftheenvironment.4.ApplicationandReview(10minutes):Finally,Iwouldasktheclasstowriteashortparagraphoracoupleofsentencesusingthepassivevoicetodescribeascenario.Afterthey’vecompleted,Iwouldcallonvolunteerstoreadtheirsentencesaloudfortheclassandprovidefeedback.Explanation:

Thismethodbenefitsthestudents’learningprocessbybreakingdownthelearningprocessintoclearandmanageablesteps.Byfirstexplainingtheconceptinsimpleterms,studentscangraspthebasicidea.Theguidedpracticeprovidesnecessaryscaffolding,helpingstudentstoseethestructureofthepassivevoiceinaction.Theinteractivepracticeensuresactiveengagement,makingthelearningprocessmoredynamicandmemorable.Lastly,theapplicationallowsstudentstousetheirnewlyacquiredknowledgeinapracticalcontext,reinforcingtheirunderstandingandgivingthemachancetopracticeundertheguidanceoftheinstructor.Thisapproachcaterstodifferentlearningstyles,providesclearinstructions,andoffersimmediatefeedback,makingitaneffectivemethodforteachingthepassivevoicetojuniorhighschoolstudents.三、教學情境分析題（30分）Question:

YouareateacherofEnglishatajuniorhighschool.Youhavejustconductedalessononthetopic”MyHometown”.Inthislesson,studentshavelearnedthevocabularyrelatedtothedescriptionofaplaceandthebasicgrammarstructureon“be+adjective”todescribesomething.Afterthelesson,younoticethatnotallstudentshavefullyunderstoodtheconceptofirregularpasttenseverbs.Onestudent,forexample,writes“Ivisitmymother”insteadof“Ivisitedmymother”.Inthissituation,howwouldyouanalyzeandaddressthisissueinyoursubsequentteaching?Answer:

Toaddressthestudent’smisunderstandingoftheirregularpasttenseverb,theteachercanfollowthesestepsaspartoftheanalysisandsubsequentteaching:1.AnalysisoftheTeachingSituation:UnderstandingofIrregularPastTense:Identifytheareaofconfusion–irregularpasttenseverbs.RecognizingDifficulty:Notethatstudentsmightfindirregularpasttenseverbsseparateanddonotfollowregularsentencestructures.ObservingStudentPerformance:Considerthestudent’swrittenworkandadequatelyunderstandingthedistinctionbetweensimplepresentandpasttense.2.AddressingtheIssue:ClarificationofConcepts:Beginbyclearingtheconfusionrelatedtoregularandirregularpasttenseverbs.ReviewExistingMaterials:Useorcreatematerialsspecificallyhighlightingirregularpasttenseverbs.InteractivePractice:Engagestudentsingamesorexerciseswheretheyhavetorecognizeanduseirregularpasttenseverbscorrectly.Modeling:Usesentenceexamplesduringthelessonandatappropriatetimes,showingthecorrectconjugationofirregularverbs.DifferentiatedInstruction:Createtasksthatcatertodifferentlearningstylesandabilities.Somestudentsmightbenefitfrommoreguidedpracticewhereasothersmaybereadyformorecomplexexercises.SupportiveEnvironment:Encouragepeercorrectionandcooperativelearning,fosteringasupportiveclassroomenvironmentwherestudentsfeelcomfortablemakingmistakesandlearningfromthem.AssessmentofUnderstanding:Administeraquickassessmentorquiztoidentifystudentswhostillfacedifficulties.3.Long-TermSolution:Incorporateirregularverbs:Frequentpracticewithirregularverbsthroughoutthecourse,alongwithconsistentreviews.StrategiesforLearningandMemory:Introducemnemonicdevicesorvisualaidsthathelpwithmemorization.SummarizationandExplanation:Encouragestudentstoexplainwhyirregularverbsfollowadifferentpatternascomparedtoregularverbs.4.Documentation:Keeparecordofthedifficultythestudentfaced,aswellasanyspecificactionstakentoaddresstheissue.Thiswillhelpmonitorprogressanddecideonfuturestrategies.Byfollowingthesesteps,theteachercaneffectivelyaddressthestudent’sconfusionaboutirregularpasttenseverbsandensuretheyunderstandandobtainamasteryofthetopic.四、教學設計題（40分）TeachingDesignQuestionQuestion:

Designa40-minutelessonplanforajuniorhighschoolEnglishclass.Thetopicis“FestivalsAroundtheWorld.”Theclassconsistsof30studentswhoareintheirsecondyearofEnglishstudy.Thestudentshavebasicknowledgeofthepresentsimpletenseandcanfollowsimpleinstructions.Thegoalofthelessonistoenhancetheirvocabulary,speaking,andlisteningskillswhilepromotingcul