高中英語(yǔ)教師資格考試學(xué)科知識(shí)與教學(xué)能力試卷及答案指導(dǎo)(2025年)

2025年教師資格考試高中英語(yǔ)學(xué)科知識(shí)與教學(xué)能力模擬試卷及答案指導(dǎo)一、單項(xiàng)選擇題（本大題有30小題，每小題2分，共60分）1、WhichofthefollowingisNOTacommoncharacteristicofEnglishsentencestructures?Subject-Verb-Object(SVO)Subject-Object-Verb(SOV)Adverbial-Subject-Verb-Object(ASVO)Verb-Subject-Object(VSO)Answer:C解析:英語(yǔ)中的句子結(jié)構(gòu)通常符合SVO（主謂賓）模式，而選項(xiàng)C的ASVO（狀語(yǔ)—主語(yǔ)—謂語(yǔ)—賓語(yǔ)）不符合英語(yǔ)的常見(jiàn)結(jié)構(gòu)。2、AccordingtoBloom’staxonomyofeducationalobjectives,whichofthefollowingcognitiveprocessesrequiresthehighestlevelofthinking?UnderstandingApplyingAnalyzingEvaluatingAnswer:D解析:Bloom’staxonomy將認(rèn)知過(guò)程分為多個(gè)層次，其中評(píng)價(jià)（Evaluating）要求最高的思維能力，因?yàn)樗婕皩?duì)信息進(jìn)行判斷、甄別和評(píng)價(jià)。3、選擇題：以下哪個(gè)選項(xiàng)與高中英語(yǔ)教學(xué)大綱中規(guī)定的口語(yǔ)教學(xué)目標(biāo)相符？A.Developingstudents’readingskillsthroughsilentreading.B.Enhancingstudents’listeningskillsbywatchingEnglishmovies.C.Promotingstudents’speakingabilitiesthroughrole-playingactivities.D.Insistingthatstudentswriteessaysbeforetheyspeak.答案：C解析：在高中英語(yǔ)教學(xué)大綱中，口語(yǔ)教學(xué)目標(biāo)主要是提升學(xué)生的口語(yǔ)表達(dá)能力。選項(xiàng)C中提到的角色扮演活動(dòng)正是這種目標(biāo)的具體實(shí)現(xiàn)方式，因此符合教學(xué)大綱的要求。選項(xiàng)A是閱讀教學(xué)目標(biāo)，B是聽(tīng)力教學(xué)目標(biāo)，D是寫(xiě)作教學(xué)目標(biāo)，與題目所要求的不符。4、選擇題：在教授高中英語(yǔ)單詞時(shí)，教師應(yīng)著重關(guān)注以下哪個(gè)方面？A.單詞的基本意義B.單詞的多義性和同義詞C.單詞的讀音和拼寫(xiě)D.單詞在語(yǔ)篇中的作用答案：D解析：在教授高中英語(yǔ)單詞時(shí)，教師應(yīng)該關(guān)注單詞在具體語(yǔ)境中的意義和作用。這是因?yàn)楦咧猩鷮W(xué)習(xí)單詞的最終目的是為了運(yùn)用。因此，選項(xiàng)D“單詞在語(yǔ)篇中的作用”是與教學(xué)目的相符的。選項(xiàng)A和C雖然也是教學(xué)中的重要方面，但它們更多地關(guān)注單詞的靜態(tài)知識(shí)；而選項(xiàng)B雖然涉及到多義性和同義詞，但對(duì)高中生的實(shí)際語(yǔ)言運(yùn)用幫助有限。5、Thesentence“Thebookiseasytoread,butdifficulttounderstand.”canbecorrectedbyusingaphrasethatemphasizesthedifferencebetweeneaseofreadingandunderstanding.Whichofthefollowingphrasesbestfitsintheblanktocorrectthesentence?“Althoughitis”“Despitethefactthat”“Incontrastto”“However,intermsof”Answer:C)“Incontrastto”Explanation:Thephrase“Incontrastto”isusedtohighlighttheopposingqualitiesofthebook.Itsuggeststhatwhilethebookiseasytoread,itischallengingtounderstand,thuscorrectingtheoriginalsentence’sstructureandmeaning.6、Inthefollowingsentence,identifytheerrorintheuseoftherelativepronoun.“Theteacherwhoisresponsibleforteachingphysicsisveryknowledgeable.”Therelativepronoun“who”iscorrectlyused.Therelativepronoun“which”shouldbeusedinsteadof“who.”Therelativepronoun“that”shouldbeusedinsteadof“who.”Thereisnoerrorintheuseoftherelativepronoun.Answer:A)Therelativepronoun“who”iscorrectlyused.Explanation:Therelativepronoun“who”isusedcorrectlyinthiscontextbecauseitreferstoaperson(theteacher)andisusedtointroduceanon-restrictiverelativeclausethatprovidesadditionalinformationabouttheteacher.Theotheroptionsareincorrectbecause“which”and“that”aretypicallyusedfornon-livingthingsorwhentheclauseisessentialtothemeaningofthesentence.7、WhichofthefollowingisNOTconsideredatypeofwrittenEnglish?A、NarrativewritingB、DescriptivewritingC、ExpositorywritingD、Persuasivewriting

Answer:C解析：ExpositorywritingisatypeofwrittenEnglishthatfocusesonexplainingandprovidinginformation.Therefore,thecorrectanswerisC,asthequestionasksforthetypethatisNOTconsideredatypeofwrittenEnglish,andexpositorywritingisindeedatypeofwrittenEnglish.8、WhatistheprimarygoalofusingmultimediaresourcesinEnglishlanguageteaching?A、ToenhancestudentengagementandunderstandingB、Toincreasetheteachers’workloadC、ToreplacetraditionalteachingmethodscompletelyD、Toreducethenumberoflessonsneeded

Answer:A解析：TheprimarygoalofusingmultimediaresourcesinEnglishlanguageteachingistoenhancestudentengagementandunderstandingbyprovidingvisualandauditoryaidsthatcanmakethelearningprocessmoreinteractiveandcomprehensible.Therefore,thecorrectanswerisA.9、Theteacher’sroleinencouragingstudentparticipationintheclassroomiscrucial.Whichofthefollowingstatementsbestdescribesaneffectiveteachingstrategytopromotestudentparticipation?Theteachershouldneverallowquestionsfromstudentsandfocusonlyontheirownexplanations.Theteachershouldlimitstudenttalktimetoensurethatlessonsproceedsmoothly.Theteachershouldcreateasupportiveandinclusiveenvironmentthatencouragesquestionsandactivediscussion.Theteachershouldusestandardizedteststomeasurethelevelofstudentparticipation.Answer:CExplanation:Creatingasupportiveandinclusiveenvironmentisthemosteffectivestrategyforpromotingstudentparticipation.Thisapproachallowsstudentstofeelcomfortableaskingquestionsandengagingindiscussions,whichenhanceslearning.10、Inplanningalessononthesubjunctivemood,whichofthefollowingteachingactivitieswouldbemostappropriateforahighschoolEnglishclasstodemonstratetheuseofthesubjunctivemoodclearlyandeffectively?Agroupactivitywherestudentscreatevignettesabouthypotheticalsituationsintheirownlives.Agrammarworkbookexercisewithmultiple-choicequestionsaboutsubjunctivemoodforms.Showingavideoofamoviewherethesubjunctivemoodisusedoccasionally,withtheteacherexplainingeachinstanceasitappears.Readingapassagefromatextbookthatexplainstherulesofthesubjunctivemoodandhasexampleswithoutreal-worldcontext.Answer:AExplanation:Ahands-onactivitylikecreatingvignettesabouthypotheticalsituationsprovidesstudentswithareal-worldcontextforlearningthesubjunctivemood.Thisapproachallowsstudentstoseetherelevanceofthegrammarinapracticalandrelatableway,whichcanhelpthemgrasptheconceptmoreeffectivelythanapassiveexerciseortheoreticalexplanationalone.11.Thefollowingsentencecontainsasubject-verbagreementerror.Whichwordshouldbecorrected?A.Theteacher,theyhave,givenusaninterestingassignmenttoday.B.Theteachers,theyhave,givenusaninterestingassignmenttoday.C.Theteacher,theyhave,havegivenusaninterestingassignmenttoday.D.Theteachers,theyhave,havegivenusaninterestingassignmenttoday.Answer:BExplanation:Thecorrectsentenceshouldreflectthatthereismorethanoneteacher,sothesubject“Theteachers”isrequired.Therestofthesentenceiscorrectwiththesubject-verbagreementandtense.12.Inthefollowingparagraph,whichsentencecontainsanexampleofusingthepastperfecttensecorrectly?A.Bythetimehefinishedhishomework,therainhadalreadystarted.B.Whenshewasleavingtheparty,itstartedtorainheavily.C.Shehadleftthepartybeforetherainbegantopour.D.Bythetimewereachedtheairport,theflighthadalreadybeendelayed.Answer:CExplanation:Thepastperfecttenseisusedtodescribeanactionthatwascompletedbeforeanotherpastaction.InsentenceC,“Shehadlefttheparty”indicatesthattheleavingactionwascompletedbeforetherainbegan,whichisapastaction.Theothersentencesusepastsimpleorpresentperfecttenses,whicharenotappropriateforexpressingthepastperfecttenserelationshipbetweenthetwoactions.13、Inthesentence“Theteacheroftenencouragesstudentstolearnthroughactivities,”whichgrammaticalfunctiondoesthephrase“throughactivities”serve?

A)Subject

B)Predicate

C)Adverbial

D)Object

Answer:C

Explanation:Inthissentence,“throughactivities”functionsasanadverbial,modifyingtheverb“encourages.”Itindicatesthemannerinwhichtheteacherencouragesstudents.14、Whichofthefollowingwordswiththeprefix“ex-”means“toputout”or“toextinguish”?

A)Exhaust

B)Expose

C)Extinguish

D)Exist

Answer:C

Explanation:Theprefix“ex-”typicallymeans“out”or“completely”inmanyEnglishwords,but“extinguish”means“toputout”or“toextinguish,”whichfitstherequirement.15.ThefollowingwordscanbestbeclassifiedasaccusativecaseinEnglishare:A.him,them,usB.I,you,heC.my,your,hisD.is,are,wasAnswer:A解析：在英語(yǔ)中，復(fù)數(shù)名詞的所有格通常在名詞后加“’s”或“’”。因此，選項(xiàng)B、C和D中的詞都不是復(fù)數(shù)名詞的所有格，只有選項(xiàng)A中的him,them和us是作為復(fù)數(shù)賓格出現(xiàn)的，屬于名詞的賓格形式。所以正確答案為A。16.Whichofthefollowingsentencesisanexampleofusing“who”correctlytoaskaboutthepersondoingtheaction?A.Whoareyougoingtothepartywith?B.WhoisitthatyouthinkisgoingtoWinthecompetition?C.Whowillyouintroducetothenewteacher?D.Whowillbearrivingattheairportthisevening?Answer:B解析：在英語(yǔ)中，“who”及其相關(guān)形式可以用來(lái)詢(xún)問(wèn)動(dòng)作的執(zhí)行者。選項(xiàng)A、C和D中的句子都是在詢(xún)問(wèn)與某人的關(guān)系或身份，而不明確詢(xún)問(wèn)動(dòng)作的執(zhí)行者。選項(xiàng)B中的句子“WhoisitthatyouthinkisgoingtoWinthecompetition?”明確地詢(xún)問(wèn)了動(dòng)作（贏得比賽）的執(zhí)行者是誰(shuí)。因此，正確答案為B。17.TheteachershouldprioritizethefollowingskillsforadvancedEnglishlearnersEXCEPT:ReadingextensivelyWritingcomplexsentencesListeningtonativespeakersSpeakingwithproperpronunciationAnswer:C)ListeningtonativespeakersExplanation:AdvancedEnglishlearnersareexpectedtohaveastrongcommandofreading,writing,andspeakingskills.Whilelisteningtonativespeakersisbeneficial,itisnotaskillthatshouldbeprioritizedovertheotherthree,asadvancedlearnersaregenerallyexpectedtohaveastrongcommandoflisteningskillsalready.18.InthecontextofteachingEnglishliterature,whichofthefollowingisNOTaneffectivemethodtoencouragecriticalthinking?AnalyzingcharactersandthemesConductingresearchonthehistoricalbackgroundDiscussingtheauthor’slifeandinfluencesFocusingsolelyonmemorizingtheplotAnswer:D)FocusingsolelyonmemorizingtheplotExplanation:CriticalthinkinginEnglishliteratureinvolvesanalyzingvariousaspectsofthetext,includingcharacters,themes,andhistoricalcontext.Focusingsolelyonmemorizingtheplotwithoutdelvingintodeeperanalysisordiscussiondoesnotencouragecriticalthinkingandisthereforenotaneffectivemethod.19、Whichofthefollowingisaneffectivestrategyforteachingpronunciationtohighschoolstudents?Encouragingstudentstorelysolelyontheirintuitioninpronouncingwords.Focusingexclusivelyonphoneticruleswithoutprovidingpracticalexamples.Usingavarietyofactivitiessuchastonguetwisters,minimalpairs,andsoundrecognitionexercises.Relyingonlyonaudiorecordingsforstudentstoimprovetheirpronunciation.Answer:C)Usingavarietyofactivitiessuchastonguetwisters,minimalpairs,andsoundrecognitionexercises.解析:教授高中學(xué)生發(fā)音時(shí)，有效的策略應(yīng)該是多樣化的方法，包括舌頭操練、最小對(duì)立對(duì)(pairs)和聲音識(shí)別練習(xí)等，以幫助學(xué)生更好地理解并提高發(fā)音準(zhǔn)確度。僅憑直覺(jué)、僅講解語(yǔ)音規(guī)則而無(wú)實(shí)例、或僅依靠音頻錄音都不是最佳的教學(xué)方法。20、WhatisthepurposeofusingimmediatefeedbackinteachingEnglishasanEnglishasaforeignlanguage(EFL)context?Toincreasethetimespentonexplanations,thusincreasinglearningtime.Toreinforcecorrectresponsesandcorrectmisunderstandingsquickly,thusenhancinglearningeffectiveness.Togivestudentsmorefreedomtodecidewhentheywishtorespond.Tomaketheteachertheprimarysourceofcorrectinganystudent’smistakes.Answer:B)Toreinforcecorrectresponsesandcorrectmisunderstandingsquickly,thusenhancinglearningeffectiveness.解析:立即反饋在英語(yǔ)作為外語(yǔ)的(EnglishasaForeignLanguage,EFL)教學(xué)中主要用于強(qiáng)化正確回答并迅速糾正誤解，從而增強(qiáng)學(xué)習(xí)效果。這個(gè)策略能夠及時(shí)糾正錯(cuò)誤，提供清晰的示范，幫助學(xué)生更快地理解和掌握正確的語(yǔ)言使用情況。21、InaHighSchoolEnglishclass,whichofthefollowingstrategiesismostappropriateforencouragingstudentstodevelopcriticalthinkingskills?A.VerbalrepetitionB.DirectinstructionC.GroupdiscussionsanddebatesD.Teacher-centeredlecturesAnswer:CExplanation:Groupdiscussionsanddebatesencouragestudentstoparticipateactively,expresstheirownopinions,andchallengeothers’ideas,therebyfosteringcriticalthinkingskills.22、Whichofthefollowingisaneffectivemethodforassessingstudents’readingcomprehensioninahighschoolEnglishclass?A.Multiple-choicetestsB.VerbalretellingC.SpellingbeeD.WritinganessayAnswer:BExplanation:Verbalretellingrequiresstudentstorecallandexpresswhattheyhavereadintheirownwords,whichcaneffectivelymeasuretheirunderstandingandcomprehensionofthetext.23、Whichofthefollowingactivitiesismosteffectivefordevelopingstudents’communicativecompetenceinspeaking?CompletinggrammarworksheetsParticipatinginrole-playdialoguesListeningtoalectureonpronunciationrulesWritingessaysonpersonalexperiencesAnswer:B)Participatinginrole-playdialoguesExplanation:Communicativecompetenceinvolvestheabilitytouselanguageeffectivelyinreal-lifesituations.Role-playdialoguesprovidestudentswithopportunitiestopracticespeakinginauthenticcontexts,whichhelpsthemdevelopfluency,appropriateness,andaccuracyincommunication.Grammarworksheetsandlecturesaremorefocusedonformandlessonactualcommunication,whilewritingessays,althoughbeneficialfordevelopingwritingskills,doesnotdirectlyimprovespeakingabilities.24、Whatisakeybenefitofusingauthenticmaterials(e.g.,newspaperarticles,videos,podcasts)intheEnglishclassroom?TheymakeiteasiertocontrolthelevelofdifficultyforallstudentsTheyensurethatstudentsfocussolelyongrammaticalaccuracyTheyprovideexposuretoreal-worldlanguageuseandculturalinsightsTheyallowforamorestructuredapproachtoteachingvocabularyAnswer:C)Theyprovideexposuretoreal-worldlanguageuseandculturalinsightsExplanation:Authenticmaterialsofferlearnersachancetoengagewiththelanguageasitisusedinreallife,outsideoftheclassroom.Thesematerialscanbringthetargetcultureclosertothestudentsandmakethelearningprocessmoreengagingandrelevant.Whilecontrollingdifficultylevelsandfocusingonstructureareimportantaspectsoflanguageinstruction,theyarebetterachievedthroughadaptedorspeciallydesignedmaterials.Authenticmaterialsareparticularlyusefulforshowinghowlanguageisusednaturallyandforfosteringinterculturalunderstanding.25、Thesentence“Thesunsetsinthewestandrisesintheeast”isanexampleofwhichtypeofsentencestructure?A.SimpleB.CompoundC.ComplexD.Compound-complexAnswer:A.Simple

Explanation:Asimplesentencehasasingleindependentclauseandnodependentclauses.Thegivensentencehasoneindependentclause,makingitasimplesentence.26、Inthefollowingsentence,“Thestudentsareeagertoparticipateintheschoolplay,”whichwordbestdescribestherelationshipbetweentheclause“areeagertoparticipateintheschoolplay”andthemainclause?A.SubordinateB.CoordinateC.AdverbialD.InterrogativeAnswer:A.Subordinate

Explanation:Asubordinateclauseisadependentclausethataddsextrainformationtothemainclause.Inthissentence,“areeagertoparticipateintheschoolplay”isadependentclausethatdescribesthestudents,makingitasubordinateclause.27、WhichofthefollowinggrammaticalstructuresisbestsuitedforteachingtheconceptofsubjunctivemoodinanadvancedEnglishclass?A.Demonstratingtheuseofsubjunctivemoodthroughaseriesofexamplesentences.B.Havingstudentscreateamonologueaboutahypotheticalsituationusingsubjunctivemood.C.Comparingandcontrastingsubjunctivemoodwithindicativemood.D.Conductingadiscussiononthehistoricaldevelopmentofthesubjunctivemood.Answer:BExplanation:OptionBisthebestchoicebecauseitengagesstudentsinactivecreationandutilizationofsubjunctivemoodthroughamonologue.Thisapproachnotonlyhelpsthempracticethegrammaticalstructurebutalsoallowsthemtoexploretheconceptinacontextualizedmanner,whichcandeepentheirunderstandingandretention.28、Whichofthefollowingassessmentmethodsismostappropriateforevaluatingstudents’abilitytousedialoguesinreal-worldsituations?A.Writtentestsondialogueformatsandstructures.B.Dictationexercisesbasedonmodeldialogues.C.Role-playingactivitiesinsimulatedreal-worldscenarios.D.Recitationofmemorizeddialoguesfromtextbooks.Answer:CExplanation:OptionCisthebestchoicebecauseitinvolvesrole-playingactivitiesinsimulatedreal-worldscenarios,whichallowsstudentstodemonstratetheirabilitytousedialoguesinpracticalcontexts.Thismethodprovidesarealisticenvironmentwherestudentscanapplytheirskillsandillustratestheircommunicativecompetenceeffectively.29.Theteacher’slessonwashighlyeffectivebecausethe____________activitykeptthestudentsengagedandinteractive.silentreadinggroupdiscussionindividualresearchPowerPointpresentationAnswer:B)groupdiscussionExplanation:Thequestionhighlightstheeffectivenessofalesson.Groupdiscussionisoftencitedasamethodthatkeepsstudentsengagedandinteractive,enhancingthelearningexperienceandallowingforcollaborativelearning.Silentreading,individualresearch,andPowerPointpresentationsareallvaluableteachingmethodsbutmaynotnecessarilyhavethesamelevelofengagementandinteractionasgroupdiscussion.30.Inthecontextofinclusiveeducation,whichofthefollowingpracticesismostlikelytopromoteequityandaccesstoeducationalresourcesforstudentswithdiverselearningneeds?DesigninglessonswithonlynativeEnglishspeakersinmindProvidingadditionalresourcesforstudentswhoperformpoorlyontestsImplementingspecializedassistivetechnologyintheclassroomawardingfewergradestoreducethestressonstudentsAnswer:C)ImplementingspecializedassistivetechnologyintheclassroomExplanation:Inclusiveeducationaimstoprovideequalopportunitiesforallstudents,regardlessoftheirlearningneeds.OptionCfocusesonimplementingassistivetechnology,whichcanhelpleveltheplayingfieldforstudentswithdiverselearningneeds.OptionsAandDareexclusionary,astheycatertoonlyonegrouporcreateadditionalbarriers.Providingadditionalresourcesforstudentswhoperformpoorly(B)addressesaspecificissuebutdoesnotnecessarilypromoteequityandaccessforallstudentswithdiverseneeds.二、簡(jiǎn)答題（20分）SectionII:ShortAnswerQuestionsInstructions:Readeachquestioncarefullyandprovideaconciseanswerinthespaceprovided.Youranswersshoulddemonstrateyourunderstandingofthesubjectmatteraswellasyourabilitytoapplythisknowledgeinateachingcontext.Question1:

Explaintheconceptof‘communicativecompetence’inthecontextofsecondlanguageacquisition(SLA).HowcanateacherfostercommunicativecompetenceinhighschoolEnglishlearners?Answer:

Communicativecompetencereferstoalearner’sabilitytouselanguageappropriatelyinvarioussocialcontexts,notjustgrammaticalaccuracybutalsosociolinguisticappropriateness,discoursemanagement,andstrategiccompetence.Itencompassesmorethanjustthemasteryofvocabularyandgrammar;itinvolvestheabilitytoengageeffectivelyincommunicationwithothers.TofostercommunicativecompetenceinhighschoolEnglishlearners,ateachercan:Provideauthenticcommunicationtasksthatrequirestudentstonegotiatemeaninganduselanguageinreal-lifesituations.Encouragegroupworkandpairworktopromoteinteractionandcollaborationamongstudents.Userole-plays,simulations,anddiscussionstohelpstudentspracticelanguageindifferentsocialsettings.Givefeedbackontheeffectivenessofcommunication,notjustonerrors,tohelpstudentsunderstandhowtocommunicatemoreappropriately.Integrateculturalelementsintothecurriculumtoenhancestudents’understandingoftheculturalcontextinwhichthelanguageisused.Createasupportiveclassroomenvironmentwherestudentsfeelsafetotakerisksandmakemistakeswithoutfearofnegativeconsequences.Explanation:

ThisanswerprovidesacleardefinitionofcommunicativecompetenceanditsimportanceinSLA.Itthenoutlinespracticalstrategiesthatteacherscanimplementintheirclassroomstohelpstudentsdevelopthiscriticalskill.Eachstrategyislinkedbacktotheconceptofcommunicativecompetence,showinghowtheseactionscontributetotheoverallgoalofimprovingstudents’abilitytocommunicateeffectivelyinEnglish.三、教學(xué)情境分析題（30分）Sure,hereisateachingscenarioanalysisquestionforthe“TeacherQualificationExaminationforSeniorHighSchoolEnglishDisciplineKnowledgeandTeachingAbility”,alongwiththeanswerandexplanation.Question:

TeachingScenario:

Samantha,afirst-yearEnglishteacher,ispreparingherlessonplanfora90-minuteclassonthethemeof“CulturalPerspectivesonTechnologyinSociety”.Shehaschosentouseacriticalessaytitled“TheDoubleEdgedSword:TechnologyandSociety”writtenbyarenownedauthorinthefieldoftechnologystudies.Thelessonaimstoenhancestudents’criticalthinkingskillsandbroadentheirunderstandingoftheimpactoftechnologyonsocietyfromvariousculturalperspectives.Subtasks:1.IdentifythemaintopicsdiscussedinSamatha’slesson.2.Outlinetwobenefitsofincludingacriticalessayinthelessonplan.3.SuggestanalternativewaytoengagestudentsinactivelearningifSamantha’scurrentmethodoflecturingseemsnotveryeffective.AnswerandExplanation:1.IdentifythemaintopicsdiscussedinSamatha’slesson.Answer:ThemaintopicsinSamantha’slessonarelikelytoinclude:Thedefinitionandsignificanceofculturalperspectivesontechnology.Theimpactoftechnologyonmodernsociety.Criticalanalysisoftherelationshipbetweentechnologyandsociety.Explorationofdifferentculturalviewpointsontheuseandinfluenceoftechnology.2.Outlinetwobenefitsofincludingacriticalessayinthelessonplan.Answer:1.EnhancedCriticalThinking:Acriticalessay,like“TheDoubleEdgedSword:TechnologyandSociety,”encouragesstudentstothinkdeeplyaboutthecomplexrelationshipbetweentechnologyandsociety.Itchallengestheirpreconceptionsandpromotesamorenuancedunderstandingofthetopic.2.PromotesAcademicReading:Incorporatingacriticalessaysupportsstudentsindevelopingtheirreadingcomprehensionskillsandtheirabilitytocriticallyanalyzewrittensources.Thishelpsinfosteringahabitofengagingwithhigh-qualitytextsthatareessentialforacademicsuccess.3.SuggestanalternativewaytoengagestudentsinactivelearningifSamantha’scurrentmethodoflecturingseemsnotveryeffective.Answer:ClassroomDebate:Samanthacouldorganizeadebateinclasswheregroupsofstudentsareassignedopposingviewpointsbasedontheessay.Thiscouldhelpstudentsgainadeeperunderstandingofthediverseperspectivespresentedandencouragethemtopresenttheirargumentseffectively.GroupDiscussionCircles:Studentscanbedividedintosmallgroupsandgivenasectionoftheessaytodiscussandsummarize.Eachgroupcanthenpresenttheirsummarytotheclass,promotingcollaborativelearningandoralcommunicationskills.Role-PlayingScenarios:Samanthacouldusereal-worldscenariosrelatedtotheessay’scontentforrole-playingexercises.Forinstance,studentscouldactoutaliveintervieworacommunitymeetingdiscussingtheimpactofnewtechnology,whichwouldmakethelearningexperiencemoreinteractiveandengaging.Thistypeofquestionassessesthecandidate’sabilitytoanalyzeagiventeachingscenario,understandthekeycomponentsofthelessonplan,andproposeinnovativestrategiesforenhancingstudentengagementandlearningoutcomes.四、教學(xué)設(shè)計(jì)題（40分）Question:

DesignalessonplanforahighschoolEnglishclassfocusedonimprovingstudents’readingcomprehensionskills.Thetexttobeanalyzedis“ToBuildaFire”byJackLondon.Theclassshouldlastfor100minutes.Assumethatthestudentsareintheirsecondyearofhighschoolandhaveabasicunderstandingofliterarytechniques.Instructions:1.Beginwithanengagingintroductionthatsetsthecontextforthelesson.2.Organizethelessonintothreeparts:pre-reading,while-reading,andpost-reading.3.Providespecificactivitiesandtasksforeachpartofthelesson.4.Includeasummaryandassessmentpartattheendofthelesson.5.Makesurethelessonisinteractiveandencouragesactivelearning.Answer:Title:ReadingComprehension:“ToBuildaFire”byJackLondonDuration:100minutesObjective:

Toenhancestudents’readingcomprehensionskillsthroughacloseanalysisof“ToBuildaFire”byJackLondon,focusingonplotdevelopment,characteranalysis,andliterarytechniques.Materials:Copiesof“ToBuildaFire”byJackLondonWhiteboardandmarkersProjectorandcomputerDigitalcopiesofthetextforsharing(optional)pencilsandpaperReadingcomprehensionquestionsPart1:Introduction(20minutes)Activity1:OpeningActivityBeginwithabriefoverviewofJackLondonandhiswritingstyle.Showashortvideocliporplayarelatedsongaboutsurvivinginextremeconditionstohookstudents’interest.Activity2:PriorKnowledgeSurveyAskstudentswhattheyknowaboutfrostbite,survivaltechniques,andtheAlaskanwilderness.ShareabriefhistoryoftheKlondikeGoldRushasabackdroptothestory.Part2:Pre-Reading(20minutes)Activity3:TextPreviewDividetheclassintogroups,andgiveeachgroupasectionofthestorytopreview.Havethemsummarizethemaineventsandidentifyanyliterarydevicestheynotice.After5minutes,haveeachgroupsharetheirfindingswiththeclass.Activity4:PredictionsWritedownpossiblestoppingpointsthroughoutthetextandaskstudentstopredictwhatwillhappennext.Discussthesignificanceofthesepredictionsinrelationtothestory’stheme.Handoutcopiesof“ToBuildaFire”anddividetheclassintopairs.Part3:While-Reading(30minutes)Activity5:GuidedReadingEachpairreadsthespecificsectionassignedearliertoeachgroup.Whilereading,studentsshouldjotdownanyquestionstheyhaveoranyliterarydevicestheyrecognize.Activity6:DiscussionandQuestionsAfterreading,havepairsdiscusstheirquestionsandpredictions.Invite