教師資格考試高級中學英語學科知識與教學能力試題與參考答案(2024年)

2024年教師資格考試高級中學英語學科知識與教學能力自測試題與參考答案一、單項選擇題（本大題有30小題，每小題2分，共60分）1、Inthefollowingsentence,whichwordisusedasanadverb?A.TheB.AC.AnD.Very答案：D解析：The,A,andAnarearticlesusedtodefineanoun,whereasVeryisusedasanadverbtomodifyanadjectiveoranotheradverb.Inthiscontext,“very”ismodifying“important,”makingitthecorrectanswer.Therefore,theword“very”isusedasanadverb.2、Choosethewordthatisspelledcorrectly.A.AffectB.EffectC.AffectD.Affect答案：B解析：Inthisquestion,alloptionsexceptBcontainatypographicalerror.Thecorrectspellingforthewordthatmeans“achangeproducedbyanagencyorcause”is“effect.”Therefore,thecorrectanswerisB.Effect.3、InahighschoolEnglishclass,theteacherisintroducinganewpoemtothestudents.Whichofthefollowingstatementsbestdescribestheappropriateapproachtointroducethepoem?A.Beginbyreadingthepoemaloudwithoutanybackgroundinformation.B.Provideadetailedhistoricalcontextandthenreadthepoem.C.Discussthestructureandliterarydevicesofthepoembeforereadingit.D.Askthestudentstopredictthepoem’sthemeandreadittogether.Answer:B)Provideadetailedhistoricalcontextandthenreadthepoem.Explanation:Introducingapoemwithitshistoricalcontextcanhelpstudentsunderstandtheculturalandhistoricalsignificanceofthework.Itcanalsoprovideabackgroundthatenrichestheirappreciationofthepoem’scontentandstyle.Readingthepoemafterwardallowsstudentstoengagewiththetextdirectlyafterunderstandingthecontext.4、WhenplanningalessononShakespeare’s“RomeoandJuliet,”whichofthefollowingactivitieswouldbemosteffectiveinhelpingstudentsanalyzethecharacters’motivationsandrelationships?A.Havestudentscreateacomicstripsummarizingthemaineventsoftheplay.B.Organizeadebatebetweentwogroupsofstudents,eachdefendingonecharacter’sactions.C.Assignaresearchpaperonthehistoricalcontextoftheplay.D.Havestudentsperformascenefromtheplaywithoutanypriorpreparation.Answer:B)Organizeadebatebetweentwogroupsofstudents,eachdefendingonecharacter’sactions.Explanation:Byorganizingadebate,studentsareencouragedtoengagecriticallywiththetext,consideringdifferentperspectivesandjustificationsforthecharacters’actions.Thisactivityfostersdebateskills,encouragesin-depthcharacteranalysis,andpromotesadeeperunderstandingofthecomplexrelationshipsandmotivationswithintheplay.5、Inthefollowingsentence,whichwordisusedasanadverbtomodifytheverb“study”?A.QuicklyB.TostudyC.StudyingD.StudyAnswer:A.QuicklyExplanation:Theword“quickly”isusedasanadverbinthesentencetomodifytheverb“study”,indicatingthemannerinwhichthestudyisbeingdone.6、Whichofthefollowingsentencesisafragment?A.“Becausehewastired,hedecidedtotakeabreak.”B.“Shesingsbeautifullyinthechoir.”C.“Runningismyfavoritepastime.”D.“Eveningisthebesttimeformetowrite.”Answer:C.“Runningismyfavoritepastime.”Explanation:SentenceCisafragmentbecauseitlacksamainsubjectandacompleteverb,makingitincompleteintermsofmeaning.Theotheroptionsarecompletesentenceswithpropersubject-verbagreement.7、Theteacherwantstoencouragestudentstobemoreactiveinclass.Whichofthefollowingactivitiesismostsuitableforthispurpose?A.ReadingaloudfromatextbookB.GroupdiscussionsonacomplexhistoricaleventC.WritingadetailedsummaryofascientificarticleD.SittinginrowsandlisteningtoalectureAnswer:BExplanation:Groupdiscussionsencourageactiveparticipationandcriticalthinkingamongstudents.Itallowsthemtoexpresstheiropinions,engageinmeaningfulconversation,andlearnfromeachother.Thisactivitypromotesamoreinteractiveandengagingclassroomenvironment,whichisidealforencouragingstudentactivity.8、InthecontextofteachingEnglish,theteacherispreparingalessonplanforagrammartopic.Whichofthefollowingteachingmethodswouldbemosteffectiveforhelpingstudentsunderstandandpracticethepastcontinuoustense?A.DirecttranslationfromEnglishtotheirnativelanguageB.Role-playingashortsceneinvolvingthepastcontinuoustenseC.ProvidingalistofrulesandhavingstudentsmemorizethemD.ShowingavideoofnativespeakersusingthepastcontinuoustenseAnswer:BExplanation:Role-playingisadynamicandinteractivemethodthathelpsstudentsinternalizelanguagestructuresbyusingtheminareal-lifecontext.Byactingoutascene,studentscanbetterunderstandthetimingandusageofthepastcontinuoustense,makingitmorememorableandpractical.Thismethodalsopromotesengagementandparticipation,whicharecrucialforlearningcomplexgrammarconcepts.9、Theteacherintheclassroomisusingastorybooktoengagestudentsinreading.Whichofthefollowingtechniquesismostappropriateforenhancingcomprehensionandvocabularydevelopment?A.Askingstudentstopredicttheendingofthestory.B.Readingthestoryaloudandpausingatdifficultwordsforstudentstoguessthemeaning.C.Summarizingthestoryaftereachchapterandaskingstudentstoretellit.D.Providingalistofnewvocabularywordsattheendofthestoryandaskingstudentstousetheminsentences.Answer:B

Explanation:Readingaloudandpausingatdifficultwordsallowsstudentstoengageintheprocessofguessingthemeaningofunfamiliarwords,whichcanenhancecomprehensionandvocabularydevelopment.Theotheroptionsmayalsobebeneficial,butpausingforwordguessingdirectlyaddressesvocabularydevelopment.10、WhendesigningalessonplanforahighschoolEnglishclass,theteachermustconsiderthefollowingaspectsEXCEPT:A.Thelevelofstudentknowledgeandunderstandingofthesubject.B.Thestatecurriculumstandardsandlearningobjectives.C.Thephysicallayoutoftheclassroom.D.Theavailabilityoftechnologyandresources.Answer:C

Explanation:Whileitisimportantforteacherstoconsiderthephysicallayoutoftheclassroomintermsofspaceandsafety,thisisnotaprimaryaspectwhendesigningalessonplan.Theteachershouldprimarilyfocusonstudentknowledge,curriculumstandards,andtheresourcesavailabletosupportthelearningobjectives.11、Inthefollowingsentence,whichwordisusedasalinkingverb?A.Thecatsatonthemat.B.Sheisateacher.C.Theywalkedtothepark.D.Ilikeapples.Answer:BExplanation:Theword“is”inoptionBisalinkingverb.Linkingverbsconnectthesubjecttoacomplementthatrestatesordescribesthesubject.Inthiscase,“ateacher”isthecomplementthatdescribes“She.”12、Whichofthefollowingsentencestructuresisusedtoexpressacause-and-effectrelationship?A.Becausehewastired,hedecidedtotakeanap.B.Althoughitwasraining,weplayedoutside.C.Whetherhepassestheexamornot,itdoesn’tmatter.D.Ifitstopsraining,wewillgotothepark.Answer:AExplanation:ThesentenceinoptionAusesacause-and-effectrelationshipbyusing“because”toindicatethecause(hewastired)andtheeffect(hedecidedtotakeanap).Thisstructureiscommonlyusedtoexpressalogicalconnectionbetweentwoevents.13、Inthefollowingsentence,“Thestudent’sperformanceintheEnglishexamwasnothingshortofoutstanding,”theword“nothingshortof”canbestbereplacedbywhichofthefollowingphrase?A.nothinglessthanB.nothingmorethanC.nothingbetterthanD.nothingaboveAnswer:A

Explanation:“Nothingshortof”isaphrasethatmeans“completely”or“totally.”Therefore,itcanbereplacedwith“nothinglessthan,”whichalsomeans“completely”or“totally.”Theotheroptionsdonotconveythesamemeaningas“nothingshortof.”14、Theteacherdecidedtousea__________approachtoteachthevocabularytothestudents,asthenewcurriculumemphasizestheimportanceofpracticalapplication.A.theoreticalB.practicalC.abstractD.hypotheticalAnswer:B

Explanation:Theword“practical”inthiscontextsuggeststhattheapproachchosenbytheteacherfocusesonreal-worldapplication.Sincethenewcurriculumemphasizespracticalapplication,“practical”isthemostsuitableoption.Theotheroptions—theoretical,abstract,andhypothetical—donotfitwellwiththecontextofthesentence.15、Thefollowingsentenceiswritteninpassivevoice.Whichofthefollowingisthecorrectactivevoiceequivalent?A.Thebookwaswrittenbytheauthor.B.Theauthorwrotethebook.C.Thebookwritesbytheauthor.D.Bytheauthor,thebookwaswritten.Answer:BExplanation:Thecorrectactivevoiceequivalentofapassivevoicesentenceisachievedbyreversingthesubjectandtheobject,andremovingtheauxiliaryverb“be.”Inthiscase,“Thebookwaswrittenbytheauthor”changesto“Theauthorwrotethebook.”16、Inthesentence“Shehascompletedherhomework,”whichwordisthesubject?A.SheB.HerC.HasD.CompletedAnswer:AExplanation:Thesubjectofasentenceistheperson,place,thing,orideathatthesentenceisabout.Inthesentence“Shehascompletedherhomework,”“She”isthepersonwhoisperformingtheaction,makingitthesubject.17、TheteacherisdemonstratinganewtechniquetoherstudentsintheEnglishclass.Whichofthefollowingstatementsismostlikelytobetrueabouttheteacher’sapproach?A.Theteacherisusingatraditionallecturemethodtoexplainthetechnique.B.Theteacherisengagingthestudentsinagroupactivitytopracticethetechnique.C.Theteacherisshowingavideoandaskingthestudentstosummarizethecontent.D.Theteacherisaskingthestudentstoindividuallyreadtheinstructionsandthenexplainthemtotheirclassmates.Answer:B)Theteacherisengagingthestudentsinagroupactivitytopracticethetechnique.Explanation:Byengagingstudentsinagroupactivity,theteacherispromotingcollaborativelearningandactiveengagement,whichareeffectivestrategiesforlearningnewtechniques.Thisapproachallowsstudentstoapplythetechniqueinasupportiveenvironmentandencouragespeerlearning.18、InthecontextofEnglishlanguageteaching,“task-basedlearning”focuseson:A.theuseofmemorizationandrepetitiontoteachvocabulary.B.theapplicationoflanguageinreal-lifesituationsthroughmeaningfultasks.C.theanalysisofgrammarrulesandsentencestructures.D.thetranslationoftextfromonelanguagetoanother.Answer:B)theapplicationoflanguageinreal-lifesituationsthroughmeaningfultasks.Explanation:Task-basedlearningisanapproachthatemphasizestheuseoflanguageforrealcommunicationpurposes.Itinvolvesgivingstudentstasksthatrequirethemtouselanguageincontext,whichhelpsdeveloptheircommunicativecompetenceandpracticallanguageskills.19、Thefollowingsentenceisanexampleofa(n)_______clause.A.restrictiveB.non-restrictiveC.nominalD.adverbialAnswer:B)non-restrictiveExplanation:Anon-restrictiveclauseisadependentclausethatprovidesadditionalinformationaboutanounornounphrasebutcanberemovedwithoutchangingthebasicmeaningofthesentence.Inthiscase,theclause“whichisscheduledfortomorrow”providesadditionalinformationaboutthemeetingbutisnotessentialtothesentence’smeaning.20、Whenteachinganewvocabularyword,whichofthefollowingstrategiesismosteffectiveinhelpingstudentsretaintheword?A.ReadingthewordinasentenceB.WritingthewordmultipletimesC.ProvidingavisualrepresentationofthewordD.AlloftheaboveAnswer:D)AlloftheaboveExplanation:Tohelpstudentsretainnewvocabularywords,itisbeneficialtouseacombinationofstrategies.Readingthewordinasentencehelpsstudentsunderstanditscontextandusage.Writingthewordmultipletimesreinforcesthevisualmemoryoftheword.Providingavisualrepresentation,suchasapictureordiagram,helpsstudentsmakeamentalconnectionbetweenthewordanditsmeaning.Usingallthesestrategiestogethercangreatlyenhancestudents’retentionofnewvocabulary.21、Theteacherisplanningalessonon“TheGreatWallofChina”andwantstoengagestudentsinadiscussionabouttheculturalsignificanceofthewall.Whichofthefollowingactivitieswouldbethemostappropriatetoachievethisgoal?A.AssigningstudentstowriteashortessayonthehistoryoftheGreatWall.B.PlayingavideoclipabouttheconstructionoftheGreatWallandaskingstudentstosummarizethemainpoints.C.DistributingahandoutwithfactsabouttheGreatWallandhavingstudentsworkingroupstocreateaposter.D.HavingadebateinclassaboutwhethertheGreatWallshouldbepreservedordestroyed.Answer:C

Explanation:DistributingahandoutwithfactsabouttheGreatWallandhavingstudentsworkingroupstocreateaposteristhemostappropriateactivitybecauseitencouragescollaborativelearning,allowsstudentstoengagewiththematerialinacreativeway,andfostersdiscussionabouttheculturalsignificanceoftheGreatWall.Theotheroptionsmaynotpromotethesamelevelofdiscussionandengagement.22、InthecontextofteachingEnglishasaforeignlanguage,theuseofa“task-basedlanguageteaching”approachcanbehighlyeffective.WhichofthefollowingisNOTacharacteristicoftask-basedlanguageteaching?A.Emphasisonthedevelopmentoflanguageskillsthroughreal-lifecommunicationtasks.B.Useofauthenticmaterialsandactivitiesthatreflectthestudents’culturalbackgrounds.C.Focusonthecompletionofataskratherthantheaccuracyofindividuallanguageforms.D.Teacher-centeredinstructionwheretheteacherexplainsanddemonstrateslanguagepoints.Answer:D

Explanation:Teacher-centeredinstruction,wheretheteacherexplainsanddemonstrateslanguagepoints,isnotacharacteristicoftask-basedlanguageteaching.Task-basedlanguageteachingisstudent-centeredandfocusesonthecompletionofcommunicativetasksthatrequiretheuseofthelanguagebeinglearned.Theotheroptions(A,B,andC)areallcharacteristicsoftask-basedlanguageteaching.23、TheteacherisusingavarietyofteachingmethodstoengagethestudentsintheEnglishclass.WhichofthefollowingisNOTaneffectiveteachingmethod?A.Role-playingB.GroupdiscussionsC.DirectinstructionD.Project-basedlearningAnswer:C)DirectinstructionExplanation:Directinstructioninvolvestheteacherpresentingtheinformationdirectlytothestudents,whichmaynotbeasengagingorinteractiveastheothermethodslisted.Role-playing,groupdiscussions,andproject-basedlearningencouragestudentparticipationandactivelearning,makingthemmoreeffectiveteachingmethodsforengagingstudentsinanEnglishclass.24、InthecontextofEnglishlanguagelearning,theteacheristryingtodevelopthestudents’abilitytounderstandandusecomplexsentencestructures.Whichofthefollowingactivitieswouldbemostsuitableforthispurpose?A.ListeningtosimplestoriesB.ReadingshortessaysC.WatchinganimatedmoviesD.WritingsimplesentencesAnswer:B)ReadingshortessaysExplanation:Readingshortessayshelpsstudentsencounterandpracticecomplexsentencestructuresincontext,whichisessentialfordevelopingtheirunderstandingandusageofsuchstructures.Simplestories,animatedmovies,andwritingsimplesentenceswouldnotprovidethesamelevelofexposuretocomplexsentencestructures.25、WhichofthefollowingsentencestructuresismostcommonlyusedinEnglishtoexpressarequest?A.Subject+Verb+Object+ComplementB.Subject+Verb+InfinitiveC.Subject+Verb+Object+PrepositionalPhraseD.Subject+Verb+AdjectiveAnswer:B)Subject+Verb+InfinitiveExplanation:Thestructure“Subject+Verb+Infinitive”iscommonlyusedtoexpressrequestsinEnglish.Forexample,“Couldyoupleasepassthesalt?”Theuseoftheinfinitive(“topass”)hereindicatesapoliterequest.26、Inthesentence“Theteacherexplainedtheconceptclearly,”whichpartofspeechis“clearly”?A.AdverbB.AdjectiveC.VerbD.NounAnswer:A)AdverbExplanation:“Clearly”inthesentenceisusedtomodifytheverb“explained,”indicatinghowwelltheteacherexplainedtheconcept.Adverbsarewordsthatmodifyverbs,adjectives,orotheradverbs,andinthiscase,“clearly”servesasanadverb.27、TheteacherplanstouseavarietyofteachingmethodstoengagestudentsinanEnglishlesson.Whichofthefollowingmethodsismostsuitablefordevelopingstudents’speakingskills?A.ReadingcomprehensionexercisesB.GroupdiscussionsC.IndividualwritingassignmentsD.ListeningcomprehensionexercisesAnswer:B)GroupdiscussionsExplanation:GroupdiscussionsareaneffectivewaytoencouragestudentstospeakinEnglish,astheyprovideopportunitiesforreal-timeinteractionandpracticeofspeakingskills.Theotheroptionsfocusmoreonreading,writing,orlistening,whichareimportantbutnotaseffectivefordevelopingspeakingabilities.28、InthecontextofteachingEnglishvocabulary,theteachernoticesthatsomestudentsarestrugglingtoremembernewwords.Whatisthemostappropriatestrategytohelpthesestudents?A.RegularlyreviewingthenewwordsinclassB.AssigninghomeworkthatincludesextensivevocabularyexercisesC.IntroducingnewwordsthroughsongsandvisualaidsD.ProvidingdetailedexplanationsofthegrammaticalrulesassociatedwiththenewwordsAnswer:C)IntroducingnewwordsthroughsongsandvisualaidsExplanation:Introducingnewwordsthroughsongsandvisualaidscanmakethelearningprocessmoreengagingandmemorableforstudents.Musicandvisualsareoftenmoreappealingandcanhelpreinforcethemeaningandusageofnewvocabulary.Theotheroptionsfocusonrepetitionorgrammar,whichmaynotbeaseffectiveinhelpingstudentsremembernewwords.29、WhatisthemainpurposeofusingavarietyofteachingmethodsinEnglishlanguageteachingforseniorhighschoolstudents?A.Toensurethatallstudentslearnthesamelanguageskills.B.Tocatertothediverselearningstylesandinterestsofstudents.C.Tofocusongrammarandvocabularyattheexpenseofotherlanguageskills.D.ToteachEnglishasasecondlanguageonlytonativespeakers.Answer:B

Explanation:UsingavarietyofteachingmethodsinEnglishlanguageteachingforseniorhighschoolstudentsisprimarilyaimedatcateringtothediverselearningstylesandinterestsofstudents.Thisapproachhelpsinengagingstudentsmoreeffectivelyandencouragesthemtodevelopalllanguageskillssuchaslistening,speaking,reading,andwriting.Italsoensuresthatstudentswhohavedifferentinterestsandlearningpreferencescanfindtheteachingmethodssuitableforthem.30、InthecontextofseniorhighschoolEnglishteaching,whichofthefollowingisNOTanappropriatetechniqueforassessingstudents’readingcomprehension?A.Summarizingthemainideaofapassage.B.Identifyingtheauthor’spurposeinwriting.C.Guessingthemeaningsofunfamiliarwordsbasedoncontext.D.Analyzingthegrammaticalstructureofthepassage.Answer:D

Explanation:Analyzingthegrammaticalstructureofthepassageisnotanappropriatetechniqueforassessingstudents’readingcomprehensioninthecontextofseniorhighschoolEnglishteaching.Readingcomprehensioninvolvesunderstandingthemeaning,purpose,andideasofatext.Assessinggrammaticalstructureismorealignedwithgrammarteachinganddoesnotdirectlycontributetocomprehension.Ontheotherhand,summarizingthemainidea,identifyingtheauthor’spurpose,andguessingthemeaningsofunfamiliarwordsbasedoncontextareallrelevanttechniquesforassessingreadingcomprehension.二、簡答題（20分）Question:HowcanteacherseffectivelyincorporatetechnologyintotheirEnglishlanguageteachingtoenhancestudentengagementandlearningoutcomes?Answer:ToeffectivelyincorporatetechnologyintoEnglishlanguageteaching,teacherscanconsiderthefollowingstrategies:Usemultimediaresources:Incorporatevideos,podcasts,andinteractiveonlinecontenttomakelearningmoreengagingandrelevanttostudents’interests.Createinteractivelessons:Useinteractivewhiteboards,onlineplatforms,andeducationalappstoencouragestudentparticipationandcollaboration.Implementdigitalstorytelling:EncouragestudentstocreatedigitalstoriesusingtoolslikePowerPoint,videoeditingsoftware,orbloggingplatforms.Providepersonalizedlearningexperiences:Useadaptivelearningplatformsandonlineresourcestocatertostudents’individuallearningstylesandneeds.Encourageonlinecommunication:FacilitateonlinediscussionsandforumstofostercommunicationskillsandallowstudentstopracticeEnglishinareal-worldcontext.Incorporategamification:Introduceeducationalgamesandquizzestomakelearningfunandmotivatestudentstoimprovetheirlanguageskills.Useeducationalsocialnetworks:Engagestudentsinlanguagelearningthroughsocialmediaplatformsdesignedforeducationalpurposes,suchasEdmodoorNearpod.Explanation:ThequestionasksaboutincorporatingtechnologyintoEnglishlanguageteachingtoenhancestudentengagementandlearningoutcomes.Theanswerprovidesseveralstrategiesthatteacherscanuse,suchasusingmultimediaresources,creatinginteractivelessons,andprovidingpersonalizedlearningexperiences.Thesestrategieshelpstudentsbecomemoreengagedinthelearningprocessandimprovetheirlanguageskillsthroughvarioustechnology-basedactivitiesandtools.三、教學情境分析題（30分）Question:AnalyzetheteachingscenariofortheEnglishsubjectknowledgeandteachingabilitytestforseniorhighschoolteachers.Thescenarioinvolvesaclassof30students,withdiverselearningabilitiesandbackgrounds.Theteacherhasbeenassignedtoteachauniton“TravelandTourism”andisrequiredtodevelopalessonplanthatincorporatesvariousteachingmethodsandtechniquestocatertothediverseneedsofthestudents.Answer:

TeachingScenarioAnalysis:“TravelandTourism”UnitforSeniorHighSchoolEnglishClassIntroduction:

Theteacherisresponsibleforteachingadiversegroupof30seniorhighschoolstudentstheEnglishuniton“TravelandTourism.”Thestudentshavevariedlearningabilitiesandbackgrounds,whichnecessitatestheadoptionofdiverseteachingmethodsandtechniquestocatertotheirneeds.Objective:

Theprimaryobjectiveofthelessonistoenablestudentstodeveloptheirknowledgeandskillsrelatedtotravelandtourism,enhancingtheirproficiencyinEnglishlanguageuse.Theteachershouldaimtofostercriticalthinking,collaboration,andculturalawarenessamongthestudents.TeachingMethodsandTechniques:Inquiry-BasedLearning:Theteachercanstartthelessonbypresentingatravel-relatedvideoorimage,andthenaskstudentstodiscussandsharetheirthoughtsonit.Thisencouragesactiveparticipationandcriticalthinking.GroupWork:Dividethestudentsintosmallgroups,assigningeachgroupaspecifictraveldestinationtoresearch.Eachgroupshouldthenprepareapresentationonthedestination’sculture,attractions,andtraveltips.Role-Playing:Theteachercancreatearole-playscenariowherestudentsactastravelagents,assistingclientsinplanningatrip.Thisactivityhelpsstudentspracticetheirspeakingskillsandlearnaboutdifferenttravel-relatedvocabulary.MultimediaResources:Utilizevariousmultimediaresourcessuchastravelwebsites,videos,andinteractivemapstoprovidestudentswithreal-lifeexamplesandenhancetheirunderstandingofthetopic.VocabularyBuilding:Incorporatevocabularyexerciseslikematching,flashcards,andwordsearchestohelpstudentsexpandtheirtravel-relatedvocabulary.Assessment:FormativeAssessment:Monitorstudents’participationandprogressduringgroupactivities,role-playing,anddiscussions.Providefeedbackandguidancetohelpthemimprove.SummativeAssessment:Assessthestudents’knowledgeandskillsbyevaluatingtheirgrouppresentations,role-playperformances,andvocabularyexercises.AdaptationforDiverseNeeds:DifferentiatedInstruction:Offervariedlevelsofchallengeandsupporttocatertostudentswithdifferentlearningabilities.Forexample,provideadditionalresourcesandguidanceforstudentswhostrugglewithvocabulary,andofferchallengingtasksforadvancedlearners.Accessibility:Ensurethattheteachingmaterialsandactivitiesareaccessibletostudentswithdisabilities,suchasprovidingsubtitlesforvideosorusingsignlanguageinterpreters.Conclusion:

Theteachershouldadaptthelessonplantomeetthediverseneedsofthestudentswhilefosteringcriticalthinking,collaboration,andculturalawareness.Byincorporatingvariousteachingmethodsandtechniques,theteachercancreateanengagingandinclusivelearningenvironmentforthe“TravelandTourism”unit.四、教學設(shè)計題（40分）Question:DesignalessonplanforahighschoolEnglishclassfocusingonthetopicof“GlobalWarming