高中英语教师资格考试学科知识与教学能力试卷及答案指导(2025年)

2025年教师资格考试高中英语学科知识与教学能力模拟试卷及答案指导一、单项选择题（本大题有30小题，每小题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:英语中的句子结构通常符合SVO（主谓宾）模式，而选项C的ASVO（状语—主语—谓语—宾语）不符合英语的常见结构。2、AccordingtoBloom’staxonomyofeducationalobjectives,whichofthefollowingcognitiveprocessesrequiresthehighestlevelofthinking?UnderstandingApplyingAnalyzingEvaluatingAnswer:D解析:Bloom’staxonomy将认知过程分为多个层次，其中评价（Evaluating）要求最高的思维能力，因为它涉及对信息进行判断、甄别和评价。3、选择题：以下哪个选项与高中英语教学大纲中规定的口语教学目标相符？A.Developingstudents’readingskillsthroughsilentreading.B.Enhancingstudents’listeningskillsbywatchingEnglishmovies.C.Promotingstudents’speakingabilitiesthroughrole-playingactivities.D.Insistingthatstudentswriteessaysbeforetheyspeak.答案：C解析：在高中英语教学大纲中，口语教学目标主要是提升学生的口语表达能力。选项C中提到的角色扮演活动正是这种目标的具体实现方式，因此符合教学大纲的要求。选项A是阅读教学目标，B是听力教学目标，D是写作教学目标，与题目所要求的不符。4、选择题：在教授高中英语单词时，教师应着重关注以下哪个方面？A.单词的基本意义B.单词的多义性和同义词C.单词的读音和拼写D.单词在语篇中的作用答案：D解析：在教授高中英语单词时，教师应该关注单词在具体语境中的意义和作用。这是因为高中生学习单词的最终目的是为了运用。因此，选项D“单词在语篇中的作用”是与教学目的相符的。选项A和C虽然也是教学中的重要方面，但它们更多地关注单词的静态知识；而选项B虽然涉及到多义性和同义词，但对高中生的实际语言运用帮助有限。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：在英语中，复数名词的所有格通常在名词后加“’s”或“’”。因此，选项B、C和D中的词都不是复数名词的所有格，只有选项A中的him,them和us是作为复数宾格出现的，属于名词的宾格形式。所以正确答案为A。16.Whichofthefollowingsentencesisanexampleofusing“who”correctlytoaskaboutthepersondoingtheaction?A.Whoareyougoingtothepartywith?B.WhoisitthatyouthinkisgoingtoWinthecompetition?C.Whowillyouintroducetothenewteacher?D.Whowillbearrivingattheairportthisevening?Answer:B解析：在英语中，“who”及其相关形式可以用来询问动作的执行者。选项A、C和D中的句子都是在询问与某人的关系或身份，而不明确询问动作的执行者。选项B中的句子“WhoisitthatyouthinkisgoingtoWinthecompetition?”明确地询问了动作（赢得比赛）的执行者是谁。因此，正确答案为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:教授高中学生发音时，有效的策略应该是多样化的方法，包括舌头操练、最小对立对(pairs)和声音识别练习等，以帮助学生更好地理解并提高发音准确度。仅凭直觉、仅讲解语音规则而无实例、或仅依靠音频录音都不是最佳的教学方法。20、WhatisthepurposeofusingimmediatefeedbackinteachingEnglishasanEnglishasaforeignlanguage(EFL)context?Toincreasethetimespentonexplanations,thusincreasinglearningtime.Toreinforcecorrectresponsesandcorrectmisunderstandingsquickly,thusenhancinglearningeffectiveness.Togivestudentsmorefreedomtodecidewhentheywishtorespond.Tomaketheteachertheprimarysourceofcorrectinganystudent’smistakes.Answer:B)Toreinforcecorrectresponsesandcorrectmisunderstandingsquickly,thusenhancinglearningeffectiveness.解析:立即反馈在英语作为外语的(EnglishasaForeignLanguage,EFL)教学中主要用于强化正确回答并迅速纠正误解，从而增强学习效果。这个策略能够及时纠正错误，提供清晰的示范，帮助学生更快地理解和掌握正确的语言使用情况。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、简答题（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、教学情境分析题（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、教学设计题（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