教師資格考試初級中學學科知識與教學能力英語試卷與參考答案

教師資格考試初級中學英語學科知識與教學能力模擬試卷與參考答案一、單項選擇題（本大題有30小題，每小題2分，共60分）1、Welcometotheparty,everyone.A.goodtime.B.goodchance.C.goodnight.D.goodluck.答案：A解析：本題考查交際用語。根據”Welcometotheparty,everyone.”（歡迎參加聚會，大家。）的提示，恰當的回答應當是”Haveagoodtime”，也就是“玩得開心”。因此，正確答案是A。其他選項B、C和D在此語境下都不適用。2、Whatwouldyoulikefordinner,Tom?A.Good.It’shot.B.IthinkI’llhavefish.C.That’sright.D.Thankyou.答案：B解析：本題考查情景交際。在這個問題中，詢問者想要知道Tom晚餐想吃什么，而選項A和C未對問題做出回應，選項D是感謝之語，亦不適用于此處。選項B“我認為我會吃魚”恰當地回答了詢問，所以是最合適的回答。故正確答案為B。ThemainpurposeoftheprimaryschoolEnglishcurriculumisto:A.ToteachstudentshowtouseEnglishforcommunication.B.Todevelopstudents’readingandwritingskillsinEnglish.C.Toimprovestudents’listeningandspeakingabilitiesinEnglish.D.ToenablestudentstounderstandandapplymathematicalconceptsinEnglish.Answer:AExplanation:TheprimaryschoolEnglishcurriculumaimstoequipstudentswithbasicEnglishlanguageskillstocommunicateeffectivelyinEnglish.Whileitalsofocusesondevelopingotherskillssuchasreading,writing,listening,andspeaking,theprimarygoaliscommunication.OptionB,C,andDaretoonarrowinscope,focusingonlyonspecificaspectsoflanguageproficiencyratherthantheoverallaimofcommunication.WhichofthefollowingisNOToneofthecorecompetenciesthatanEnglishteachershouldpossessaccordingtothenewcurriculum?A.KnowledgeofEnglishlanguageandliterature.B.Skillsinlanguageanalysisandsynthesis.C.Understandingofeducationaltheoryandpractice.D.Proficiencyincomputerprogramming.Answer:DExplanation:Accordingtothenewcurriculum,anEnglishteachershouldpossessknowledgeoftheEnglishlanguageandliterature,skillsinlanguageanalysisandsynthesis,andanunderstandingofeducationaltheoryandpractice.ProficiencyincomputerprogrammingisnotlistedasacorecompetencyforEnglishteachers.5、Whichofthefollowingconceptsismostcloselyrelatedto“task-basedlearning”inteachingEnglish?A.Computer-assistedlanguagelearning(CALL)B.TotalPhysicalResponse(TPR)C.CommunicativeLanguageTeaching(CLT)D.GrammarTranslationMethodAnswer:CExplanation:Task-basedlearningisaneducationalapproachthatinvolveslearningthroughpractical,interactivetasks.ItiscloselyrelatedtoCommunicativeLanguageTeaching(CLT),whichfocusesontheabilitytouselanguageinpracticalsituationstocommunicateeffectively.CLTemphasizescommunicationovergrammarandtranslation,aligningwiththegoaloftask-basedlearning.6、WhichofthefollowingisasuitableclassroomactivityforteachingprepositionsinanEnglishlanguageclass?A.SolvingacrosswordpuzzlecontainingprepositionsB.LearningthealphabetinEnglishC.DiscussingtheweatherforecastinEnglishD.AnsweringtranslationquestionsfromonelanguagetoanotherAnswer:AExplanation:Teachingprepositionsthroughacrosswordpuzzleisanengagingandinteractiveactivitythatcanhelpstudentspracticeandrememberprepositionsinafunway.Itencouragesactiveengagementandapplicationofprepositionsincontext,makingitaneffectivestrategyforlearningprepositionsinEnglishlanguageclasses.Otheroptionssuchaslearningthealphabet,discussingtheweather,andansweringtranslationquestionsdonotdirectlytargettheteachingofprepositionsandmaynotbeaseffectiveforlearningthisspecificgrammaticalconcept.Anewteacheristryingtoestablishaclassroutineforhernewstudents.Whichofthefollowingactivitieswouldbemosteffectiveinbuildingclassroomcommunityandpromotingpositiverelationships?A.Havingstudentscompleteaworksheetonclassroomexpectations.B.Creatingacollaborativemuralwherestudentscansharetheirinterestsandgoals.C.Assigningstudentstopartnerrolesbasedontheiracademicstrengths.D.Holdingatimedquizongrammarrulestoassesspriorknowledge.Answer:B解析:Buildingstrongclassroomcommunitiesreliesoncreatingasenseofbelongingandconnection.Acollaborativemuralallowsstudentstoexpressthemselves,sharecommonalities,andworktogethertowardsasharedgoal,fosteringpositiverelationshipsandasenseofownershipovertheclassroomenvironment.Whenteachingvocabularytoyounglearners,whichstrategyisLEASTeffective?A.Usingvisualsandrealia.B.Engagingstudentsinmeaningfulconversationsandcontexts.C.Introducinglargeblocksofnewvocabularyinonesession.D.Encouragingstudentstousenewwordsintheirownsentences.Answer:C解析:Dumpingalargeamountofnewvocabularyonyounglearnersatonceisoverwhelminganddifficulttoprocess.Breakingdownvocabularyinstructionintomanageablechunks,usingvisualsandreal-worldexamples,andencouragingactiveusearemoreeffectivestrategiesforvocabularyacquisition.HowwouldyouapproachteachinggrammarinamiddleschoolEnglishclass?A.Introducinggrammarrulesandhavingstudentscompleteworksheets.B.Usingreal-lifeexamplesandinteractiveactivitiestodiscussgrammar.C.Testingstudents’knowledgeofgrammarthroughdifficultquizzes.D.Ignoringgrammaraltogetherandfocusingonconversation.CorrectAnswer:B解析:正確答案B強調交互性活動和真實生活例子來討論語法，這是現代英語教學中的推薦做法。它幫助學生將抽象知識與實際情境聯系在一起，提高學習效果。對比其他選項，A項只關注規(guī)則和練習，缺乏互動；C項通過難關測試來突出了進度，可能增加學生的壓力；D項忽略了語法，不利于學生的準確性掌握。Whenteachingreadingcomprehension,thecorrectorderofteachingstepsis:preview,skimming,detailedreading,summarizing.Whatisthemostsuitablestrategytousewithinthe“detailedreading”step?A.QuestioningandpredictingB.GroupdiscussionC.FindingkeyinformationandunderstandingD.UsingcontextcluestoinfermeaningCorrectAnswer:C解析:正確答案C指出在詳細閱讀的企業(yè)步驟中，應更加注重查找重點信息和理解文章內容。這是閱讀理解中比較透徹的策略，因為它不僅讓學生找到重要知識點，還能使得他們對文章主旨和細節(jié)有全面了解。對比其他選項A、B、D，它們更適合于預覽、略讀和總結階段，而不是詳細閱讀。問題回答和預測更適合略讀階段，團體討論可能過于簡化文章內容，不適宜于幫助學生深入了解文本，使用上下文線索推斷意義則更適合初步閱讀階段。ThemainpurposeoftheprimaryschoolEnglishcurriculumisto______.A.Developstudents’speakingskillsB.Improvestudents’readingandwritingabilitiesC.Enhancestudents’overalllanguageproficiencyD.Trainstudentsinspecificteachingmethods答案：C解析：TheprimaryschoolEnglishcurriculumisdesignedtoprovidestudentswithafoundationalunderstandingoftheEnglishlanguage,includingvocabulary,grammar,pronunciation,andsentencestructure.Itaimstodevelopstudents’overalllanguageproficiencysothattheycancommunicateeffectivelyinbothwrittenandspokenforms.Whileotheroptionsareimportant,theyarenottheprimaryfocusofthecurriculum.WhichofthefollowingisNOToneofthecorecompetenciesthatanEnglishteachershouldpossess?A.KnowledgeofEnglishlanguageandliteratureB.AbilitytocreateengaginglessonplansC.ProficiencyincomputersoftwareforteachingD.Understandingofchildpsychologyanddevelopment答案：C解析：AnEnglishteacher’scorecompetenciesincludeknowledgeoftheEnglishlanguageandliterature,abilitytocreateengaginglessonplans,andunderstandingofchildpsychologyanddevelopment.Proficiencyincomputersoftwareforteachingisnotacorecompetency;whileitcanbeveryhelpfulindeliveringcertaintypesoflessons,itisnotafundamentalrequirementforteachingEnglish.13、WhichofthefollowingisNOTacommonfunctionofEnglishintoday’sworld?A.InternationalcommunicationB.BusinesstransactionsC.ScientificresearchD.LocaldialectsinEnglish-speakingcountries答案：D解析：英語是全球性的語言，主要用于國際交流、商業(yè)交易和科學研究。它并非專門用于本地英語國家的方言，盡管這些方言在一定區(qū)域內也使用英語。14、WhatisthemosteffectivewaytoteachvocabularytoEnglishlearners?A.ExposurethroughlisteningandreadingB.ListingandmemorizingwordsinisolationC.UsinggamesandactivitiestoreinforcelearningD.Countingandrecitingvocabularylistsdaily答案：A解析：通過聽力輸入和閱讀理解來接觸詞匯是教學詞匯最有效的方法，因為這樣可以讓學生在實際語境中學習詞匯的用法。單純的詞匯列表記憶和重復可能會導致學生變得無聊和不感興趣。游戲和活動可以作為一種輔助手段，但是它們不應該成為唯一的學習方式。每天重復列出的詞匯列表對學生來說可能是一個負擔，也不一定能提高他們的詞匯量。WhichofthefollowingisNOTtrueaboutgrammaticalexplanations?A.Theyshouldbepreciseandconcise.B.Theyshouldprovideexamplesandpracticeexercises.C.Theyshouldbedeliveredinacomplexandtechnicalmanner.D.Theyshouldaimtohelpstudentsunderstandthe“why”behindtherules.Answer:CExplanation:Grammaticalexplanationsshouldbeclearandunderstandabletostudents.Usingcomplexortechnicallanguagecanmakethemdifficulttograsp.Whenteachinganewvocabularyitem,whichofthefollowingstrategiesisLEASTeffective?A.Providingacleardefinitionandsynonyms.Usingreal-lifeexamplesandcontext.Simplyhandingoutalistofwordswiththeirtranslations.Encouragingstudentstousethenewwordinsentences.Answer:CExplanation:Relyingsolelyontranslatingwordswithoutprovidingcontext,examples,oropportunitiesforactiveuseislikelytoresultinpoorvocabularyacquisition.Whatisthepurposeofatransitionwordorphraseinawriting?A.Tosignaltheendofaparagraph.B.Toprovideapauseforthereader.C.Toindicateachangeintopicoridea.D.Toreinforcethebeginningofasentence.Answer:C.Explanation:Transitionwordsandphrases,alsoknownastransitionalexpressions,areusedtoconnecttwosentencesorpartsofsentencestogethertofacilitateclarityandcoherence.Theirprimaryfunctionistoshowaclearconnectionbetweenideas,ratherthantosignalthetransitionbetweensentences,provideapause,orreinforcesentencebeginnings.Therefore,optionCiscorrect.Whenteachingagrammarlesson,whichofthefollowingactivitiesshouldateacherNOTuseifaimingtoengageinameaningfulclassroomexperience?A.Constructivedebate.B.Role-playing.C.Watchingadocumentary.D.Multiple-choicetesting.Answer:D.Explanation:Multiple-choicetestingisnottypicallyanengagingoreffectivemethodforgrammarlessons,asitoftendoesnotpromotemeaningfulinteractionordeepunderstandingofthegrammarconcepts.Constructivedebate,role-playing,andwatchingadocumentaryareallinteractiveandcanhelpstudentsengagewithgrammarconceptsinameaningfulway.Multiple-choicequestionsmayserveadiagnosticpurposebutarenotconducivetoactivelearning.Therefore,optionDiscorrect,asit’stheactivityateachershouldNOTuse.19、“Youshouldfocusonyourstudy.”isanexampleof______.

A)instructions

B)advice

C)explanation

D)request答案：B)advice解析：這句話是給學習者的建議，告訴他們應該專注于學習?！癆dvice”是指建議或指導。題目20:

20、在英語教學中，“teachermodeling”是指______.

A)教師的考試成績

B)教師的行為模范

C)使用多媒體教學

D)學生考試成績答案：B)教師的行為模范解析：“Teachermodeling”是指教師在課堂上通過自己的行為來展示語言技能或教學技巧，是一種扮演示范的作用，因此指的是教師的行為模范。WhichofthefollowingactivitiesisMOSTeffectivefordevelopingstudents’listeningcomprehensionskills?DictationListeningtoastoryandretellingitintheirownwordsFillinginblanksinalisteningpassageMemorizingdialoguesAnswer:BExplanation:Retellingastoryintheirownwordsrequiresstudentstoactivelyprocesstheauditoryinformationtheyhear,whichenhanceslisteningcomprehension.Dictationandfillinginblanksfocusmainlyonrecognizingspecificwords,whilememorizingdialoguesdoesn’tnecessarilyimproveoverallunderstanding.Ateacherwantstouseatechniquetoassessstudents’pronunciationandfluency.WhichofthefollowingistheLEASTsuitablemethod?AskingstudentstorepeatadialogueAskingstudentstoreadaloudashortpassageAskingstudentstowriteaparagraphsummarizingthemainideaofatextGivingstudentsapicturedescriptiontaskandaskingthemtospeakaboutthepictureAnswer:CExplanation:Whilewritingcanhelpassessotherlanguageskills,itdoesn’tdirectlymeasurepronunciationandfluency.Theotherthreeoptionsinvolveoralproduction,allowingtheteachertodirectlyassesstheseaspects.Whenteachingadebatelesson,ifyourclassisdividedintosmallgroupstoproposetheirownsides,whichinstructionalstrategyareyouusing?A.DiscussionB.TeamworkC.GroupingD.Collaboration

CorrectAnswer:D.CollaborationExplanation:Collaborationisaprocessthroughwhichstudentsworktogethertoachieveacommongoalortask.Debatesparticularlybenefitfromgroupwork,asseeingmultipleperspectivescanenrichthediscussion.Grouping,whilesometimessimilar,ismoreoftenassociatedwithorganizingstudentsinawaythatwillfacilitatelearning.Teamworktypicallyimpliescompetitiveorcooperativecompetitionwithinteams.Discussionisnotcertaintoinvolvegroupwork,soGroupingisthebestfitforthisscenario.Designingcreativewritinglessonformiddleschoolstudentsneedsagoodunderstandingoflanguagestructureandliteraryelements.Selectingappropriatehandoutsorworksheetsthatspecificallyaddresstheselanguageelementsiscrucialforthelesson.Whattoolcanbeusedtoorganizesuchresources?A.VenndiagramB.A4paperportfolioC.WhiteboardsprawlD.Graphicorganizer

CorrectAnswer:D.GraphicorganizerExplanation:Agraphicorganizerisavisualtoolthathelpsstudentsorganizetheirthoughtsandpresenttheirideasinastructuredmanner.Itcanbeanefficientwaytomanagecomplexconceptssuchaslanguagestructureandliteraryelements.Venndiagramsaremoresuitedforcomparingtwoitems.A4paperportfolioisasmall,portablefolderusedfordocuments.Whiteboardsprawlisgenerallyineffectiveandunorganized,makingitunsuitablefororganizinglessons.25、根據新課程標準，初中英語教學的主要目的是幫助學生在語言技能、學習策略和文化意識等方面全面發(fā)展。以下哪項描述與這一教學目的相符？讓學生掌握大量的詞匯和語法規(guī)則提升學生的閱讀理解能力和聽力技能培養(yǎng)學生的批判性思維和創(chuàng)新能力確保學生能夠通過各種英語考試答案：C)培養(yǎng)學生的批判性思維和創(chuàng)新能力解析：新課程標準強調不僅要關注學生的語言知識，還要重視語言的實際應用和學習策略的培養(yǎng)，培養(yǎng)學生的批判性思維和創(chuàng)新能力正是這一理念的體現。掌握詞匯和語法規(guī)則、提升閱讀和聽力技能是語言知識的應用，而確保通過考試則更側重于應試能力。因此，C選項最符合教學目的。26、在教授新單詞時，老師應該強調以下哪個方面？詞匯的拼寫和發(fā)音詞匯的用法和搭配詞匯的文化背景和意義詞匯的詞性和同義詞答案：B)詞匯的用法和搭配解析：在新課程標準中，教師在教授新單詞時，應該把重點放在詞匯的實際用法和與哪些詞搭配更合適上。這樣學生才能夠在實際語言環(huán)境中正確使用新單詞。拼寫、詞性和同義詞雖然也是重要的信息，但是對于初學者來說，最基本的可能還是怎樣把一個新單詞用起來，因此B選項是最佳答案。Whenteachinggrammar,whichofthefollowingmethodsisLEASTeffectiveinhelpingstudentsunderstandthestructureandusageofgrammarrules?InductiveteachingB.DeductiveteachingDirectinstructionD.MemorizationdrillsAnswer:DExplanation:Whilememorizationdrillscanhelpstudentsrecallgrammaticalstructures,theydon’tnecessarilyleadtoadeepunderstandingoftherulesandtheirapplicationindifferentcontexts.Inductiveanddeductiveteachingmethodsencouragestudentstoanalyzeanddiscovergrammarrules,whiledirectinstructionprovidesexplicitexplanationsandexamples.WhichofthefollowingclassroomactivitiesisMOSTlikelytopromoteautonomouslearninginEnglishlanguagelearners?TheteacherreadingaloudashortstoryinEnglish.Studentscompletingaworksheetwithfill-in-the-blanksexercises.Studentsworkinginpairstocreatedialoguesbasedonagivenscenario.Theteachercorrectingindividualstudents’writtenworkafteragrammarlesson.Answer:CExplanation:Activitiesthatencouragestudentstoactivelyconstructtheirownmeaningandtakeownershipoftheirlearning,likecreatingdialogues,fosterautonomouslearning.OptionsA,B,andDaremoreteacher-directedandlesslikelytopromoteindependentthinkingandlanguageproduction.WhichofthefollowingisNOTapurposeoftheEnglishcorpusstudy?A.TostudycurriculumdesigninEnglishteaching.B.TorevealsystematicrulesofEnglishlanguage.C.Todiscoverlanguageusepatternsofnativespeakers.D.Toexplorestealthyverbalexpressionandtroubledexpression.答案與解析：D.Toexplorestealthyverbalexpressionandtroubledexpression.解析：語料庫研究主要通過大數據手段來分析語言的規(guī)律和模式，通常集中在課程設計、英語語言系統的規(guī)則以及英語使用者語言使用趨勢等方面。stealthyverbalexpression和troubledexpression并不是傳統意義上的語言研究范疇。這類概念并不是通過單純的語料庫研究所能揭示出來的，它們更多的可能是語文分析或行業(yè)應用研究中涉及的內容。WhichteachingstrategyisNOTsuggestedforbeginners?A.Inputhypothesis.B.Assumptioninference.C.Inductiveteaching.D.Inductivereasoning.答案與解析：B.Assumptioninference.解析：假設推理通常是指在了一個陳述的基礎上，構造出一個新的another換句話說，是在已有資料或者提前聲明（即假設）的基礎上進行的進一步司令部推論。在英語教學中，不太可能是初學者直接使用的教學策略。反而，歸納法(inductiveteaching)以及歸納推理(inductivereasoning)是向學生傳授新知識前常用的教學策略。輸入假設(inputhypothesis)也是一種適用于較高階學生，尤其是他們處理和分析復雜語言信息時采用的學習方法。因此，正確的選項是假設推理，這是對初學者來講較為高級的策略。二、簡答題（20分）請結合英語教學實際，簡述義務教育階段英語閱讀教學的目標和策略。(10分)Answer:TheprimarygoalsofEnglishreadinginstructionattheprimaryandsecondarylevelsaretodevelopstudents’proficiencyincomprehendingandinterpretingtexts,toencouragetheenjoymentofreadingforbothacademicandrecreationalpurposes,andtofostertheabilitytoapplyreadingstrategieseffectively.Additionally,itisvitaltoinstillalife-longloveforreadingandlearning.Teachingstrategiesthatcanbeemployedinclude:GuidedReading:Teacherscanintroducestudentstovarioustextsattheirappropriatereadinglevels.Thiscanincludeusinggraphicorganizerstohelpstudentscomprehendthestructureoftextsandtofacilitatediscussion.VocabularyAcquisition:Incorporatingnewvocabularythroughcontextclues,contextualteachingandlearningtechniques,andlessonactivitiesthatfocusonwordmeanings.ComprehensionStrategies:Teachingstudentstousearangeofstrategiesforcomprehendingtext,suchaspredicting,inferring,questioning,summarizing,andcomparing.CriticalThinking:Encouragingstudentstoengageincriticalanalysisoftexts,askquestions,anddeveloptheirowninterpretationsandperspectives.IndependentReading:Fosteringacultureofindependentreadingthroughbookclubs,posters,andrecommendations,whichhelpstomotivatestudentstoreadbeyondtherequiredcurriculum.TechnologyIntegration:Utilizingonlineresources,digitallibraries,ande-bookstomakereadingmaterialsmoreaccessibleandengagingtostudents.Assessment:Usingavarietyofassessmentstrategiestoevaluatestudents’readingcomprehension,suchasbooklogs,quizzes,andoralpresentations.ThesestrategiesshouldbeadaptedtomeetthespecificneedsofstudentsandbeintegratedacrossthecurriculumtoensureacomprehensiveapproachtoEnglishreadinginstruction.三、教學情境分析題（30分）情境描述：Ms.

LiisteachingaunitondailyroutinestoherYear7Englishclass.Shewantsstudentstopracticeusingverbsinthepresentsimpletensetodescribetheirdailyroutines.Sheasksstudentstocompletethefollowingsentenceinpairs:“I______(getup)at7:00everymorning.”Whilesomestudentseasilyanswer“getup,”othersseemconfusedaboutthecorrectusage.Ms.

Linoticesthatseveralstudentsarestrugglingwiththepasttenseofget-“got”-andusingitincorrectlyinthesentence.問題：WhatcouldMs.

Lidotoaddressthisissueandhelpallstudentsunderstandthecorrectuseofthepresentsimpletense?Answer:Ms.

Licouldutilizeseveralstrategiestoaddressthisissue:ExplicitlyReviewthePresentSimpleTense:Ms.

Licouldbrieflyreviewtherulesandstructureofthepresentsimpletense,emphasizingthebaseformoftheverbisusedafter“I”andothersubjectpronouns.ProvideVisualAids:Usingachartorflashcardswithexamplesofpresentsimpletenseverbsinsentencescouldhelpvisualizetheconceptanddifferentiateitfrompasttenseforms.GuidedPractice:Ms.

Licouldprovidemoreguidedpracticewithadditionalsentenceexamples,promptingstudentstoidentifythecorrectformoftheverb.ErrorCorrectionwithExplanation:Insteadofsimplycorrectingtheincorrectresponses,Ms.

Lishouldidentifythespecificerror(“got”insteadof“get”)andexplainwhythepresentsimpletenserequiresthebaseform.DifferentiatedInstruction:Ms.

Licouldprovideextrasupporttostudentswhocontinuetostruggle,perhapswithindividualpracticeorsmallgroupworkonpresentsimpletenseverbs.解析：Thisquestionassessesthecandidate’sunderstandingofteachingprinciplesandpracticalclassroomstrategies.Theanswerrequiresthecandidatetodemonstrate:Knowledgeofgrammaticalconcepts:Understandingthedifferencebetweenpresentsimpleandpasttense.Pedagogicalskills:Knowledgeofeffectiveteachingmethods,suchasreview,visualaids,guidedpractice,anderrorcorrection.Differentiation:Abilitytoadaptinstructiontomeettheneedsofdiverselearners.四、教學設計題（40分）TeachingDesignQuestion1:IntermediateLevelEnglishLessonDesignLessonPlan:Unit5:ChristmasCelebrationsLearningObjectives:StudentswillbeabletolistanddescribethreetraditionscommonlyassociatedwithChristmas.Studentswillpracticespeakingandlisteningbyrole-playingaChristmas-relatedconversation.Studentswillconsolidatevocabularyrelatedtoholidaycelebrations.MaterialsNeeded:.WhiteboardandmarkersHandoutswithChristmastraditiondescriptions(Treedecoration,SecretSanta,Carolsinging)Role-playcardsforstudents(Dad,Mom,Sibling,Grandma,SantaClaus)AudioclipofChristmascarolsInternetaccess(formultimediaactivities)LessonProcedure:Stage1:Lead-in(5Minutes)GreetingandWarming-up:Beginwithacheerful“Goodmorning/afternoon!”andgreeteachstudentindividually.IntroducetheclasstoaChristmassong–displayinganon-verbal,visual-richvideoandaskstudentstoidentifythethemeofthesong.QuestionPrompt:Asth