2025年教師資格考試初中英語學科知識與教學能力模擬試卷及解答參考一、單項選擇題（本大題有30小題，每小題2分，共60分）1、Whichofthefollowingwordsisthecorrectpasttenseformof“go”?A.wentB.goC.goneD.goes答案：A解析：Thepasttenseformof“go”is“went”.Theotheroptionsarethepresenttense,pastparticiple,andpresenttense,respectively,whichdonotfitthecontextofaquestionaskingforthepasttense.2、Inthesentence“Thestudentsarereadingabookinthelibrary,”whichwordfunctionsasthedirectobject?A.readingB.bookC.libraryD.students答案：B解析：Thedirectobjectofaverbisthepersonorthingthatisacteduponbythesubject.Inthesentence“Thestudentsarereadingabookinthelibrary,”“book”isthedirectobjectbecauseitistheitemthatthestudentsarereading.“Reading”isthegerundformoftheverb,“library”isthelocation,and“students”arethesubjectsperformingtheaction.3、WhichofthefollowingisthemostappropriatewaytoteachthepastperfecttensetointermediateEnglishlearners?A、Introducetherulefirst,thenprovideexamplesandexercises.B、Havestudentsreadapassagethatusesthepastperfecttenseandinferthemeaning.C、Startwithastorythatrequirestheuseofthepastperfecttenseandguidestudentsthroughthecomprehensionandanalysis.D、Assignadictionarytostudentstoself-learntheruleandusageofthepastperfecttense.Answer:C

Explanation:OptionCisthemosteffectiveforintermediatelearnersbecauseitstartswithacontext(astory),whichhelpsingraspingthetenseinareal-lifecontext,makingiteasiertounderstandandretain.Providingexamplesandexercisesaftertheinitialintroductionisalsoagoodpractice,butbeginningwithacommunicativecontextiscrucialforthislevel.4、Whenplanningalessononthethemeof“friendship”forsecondaryschoolstudents,whichofthefollowingactivitiesismostlikelytoenhancecognitiveandaffectivelanguagelearning?A、Drillingvocabularyrelatedtofriendshipthroughroterepetition.B、Creatingatimelineofone’sownfriendshiphistory.C、Engaginginadebateontheimportanceoffriendship,comparingittootherrelationships.D、Completingagrammarexerciseaboutthestructureofsentencesaboutfriendship.Answer:C

Explanation:OptionCisthebestchoicebecauseitinvolvesadebatewhichnotonlyengagesstudentsincognitivelanguagelearning(byrequiringthemtothinkcriticallyabouttheroleoffriendship)butalsoenhancesaffectivelearning(asitinvolvespersonalopinionsandrelationships).Debatinghelpsstudentsapplylanguageinameaningfulandengagingway.5、Thefollowingsentencecontainsasentencestresspattern.Whichoneofthefollowingsentenceshasthesamestresspattern?A.Theywenttotheparkyesterday.B.Theyhavefinishedthework.C.Theboyissingingbeautifully.D.Wewillgotothemoviesthisevening.Answer:C.Theboyissingingbeautifully.

Explanation:InC,thestressisonthethirdsyllable,followingthestresspattern:secondarystress,primarystress,secondarystress(“the/boy/is/singing/beautifully”).Noneoftheothersentencesfollowthispattern.6、Choosethecorrectverbformforeachofthefollowingsentencestofocusonthehighlightedwordandprovidetheappropriatetenseorvoicechange.6.Thewriter______(write)anewbookthisyear.A.iswritingB.writesC.wroteD.willwriteAnswer:A.iswriting

Explanation:Thehighlightedword“thisyear”indicatesapresentcontinuousaction,sothecorrectformis“iswriting.”Theotheroptionsdonotreflectthecontinuoustense.7、Thefollowingsentenceisanexampleofa(n)_______sentencestructure.SimpleCompoundComplexCompound-complexAnswer:C)ComplexExplanation:Acomplexsentencecontainsanindependentclauseandatleastonedependentclause.Inthesentence“Althoughitwasraining,theydecidedtogoforawalk,”“Althoughitwasraining”isadependentclause,and“theydecidedtogoforawalk”istheindependentclause,makingitacomplexsentence.8、Whichofthefollowingphrasesisanexampleofagerund?ToeatEatingEatenEatsAnswer:B)EatingExplanation:Agerundisaverbformthatfunctionsasanoun.Intheoptionsgiven,“eating”isthegerundformoftheverb“eat.”Forexample,“Enjoyingeatingicecreamismyfavoritehobby.”9、WhichofthefollowingbestdescribestheroleofanEnglishasaForeignLanguage(EFL)teacherintheclassroom?Toserveastheprimarysourceofknowledge,fillingstudentswithinformation.Toactasafacilitator,encouragingcriticalthinkingandproblem-solving.Tofocussolelyongrammarrulesandtheirapplication.Tomanagethestudents’timeandensurethattheystayontask.9、B)Toactasafacilitator,encouragingcriticalthinkingandproblem-solving.Explanation:InanEnglishasaForeignLanguage(EFL)classroom,theteacher’sroleshouldbemorethanjustaproviderofinformation.AneffectiveEFLteachershouldfacilitatethelearningprocessbyencouragingstudentstothinkcriticallyandsolveproblemsontheirown.Thisapproachpromotesdeeperunderstandingandlong-termretentionofthelanguage.10、Whichofthefollowingisanappropriatestrategyforassessingastudent’sunderstandingofacomplexEnglishgrammarstructurelikethepassivevoice?Providingalistofsentenceswithpassivevoiceandaskingstudentstoidentifythem.HavingstudentstranslatesentencesfromEnglishintotheirfirstlanguage.Givingstudentsmultiple-choicequestionsaboutthegrammarrules.Havingstudentsrewritesentencesinthepassivevoicebasedongivencontexts.10、D)Havingstudentsrewritesentencesinthepassivevoicebasedongivencontexts.Explanation:Thisstrategyrequiresstudentstobothunderstandandapplythepassivevoicecorrectlyindifferentcontexts,whichisamorecomprehensiveassessmentoftheirgrammarknowledge.Itencouragesactiveuseofthelanguageandshowswhetherstudentscanmanipulatethestructureappropriately.11、Theword‘bland’inthefollowingsentencebestmeans:A.strongandattractiveB.well-knownC.tastelessanduninterestingD.simpleandquietAnswer:CExplanation:Inthecontextwhere‘bland’isused,ittypicallydescribessomethingthatlacksstrongflavor,interest,orexcitement.Therefore,thebestmatchfor‘bland’inthiscontextis‘tastelessanduninteresting’.12、Whichofthefollowingsentencestructuresismostsuitableforpresentingapieceofproceduralcontent?A.ActivevoicewithpresenttenseB.PassivevoicewithsimplepasttenseC.ActivevoicewithsimplepresenttenseD.PassivevoicewithpresentcontinuoustenseAnswer:CExplanation:Proceduralcontenttypicallyinvolvesinstructionsorstepsthatshouldbefollowed.Usingtheactivevoicewiththesimplepresenttenseisacommonwaytowriteinstructions,asitmakestheinstructionsclearandstraightforwardforthereadertofollow.13、Theteacherisusingastorytellingtechniquetoengagestudentsinthelesson.Whichofthefollowingstatementsbestdescribesthepurposeofthistechnique?Toprovidestudentswithfactualinformation.Toencouragecriticalthinkingandanalysis.Tocreateavividandimmersivelearningexperience.Toassessstudents’knowledgeofthesubject.Answer:C

Explanation:Thepurposeofusingstorytellingintheclassroomistypicallytocreateavividandimmersivelearningexperience,whichcanhelpstudentsconnectwiththematerialonadeeperlevelandmakelearningmoreengagingandmemorable.14、Inalessononthepastsimpletense,theteacherwantstoensurestudentsunderstandthedifferencebetween“went”and“gone.”Whichofthefollowingactivitieswouldbemosteffectiveforthispurpose?Avocabularymatchingexercise.Agrammarworkbookactivity.Arole-playscenariowherestudentsaskandanswerquestionsabouttheirpastexperiences.Alisteningcomprehensionexercisewithrecordeddialogues.Answer:C

Explanation:Arole-playscenariowherestudentsaskandanswerquestionsabouttheirpastexperienceswouldbemosteffectiveforunderstandingthedifferencebetween“went”(pastsimpletensefortheverb“go”)and“gone”(pastparticipleof“go”oftenusedwithadjectivestoformadverbsorasaparticipleinperfecttenses).Thisactivityallowsstudentstopracticeusingthewordsincontextandseethedifferencesfirsthand.15、WhichofthefollowingisNOTacommonteachingmethodusedinEnglishlanguageteachingformiddleschoolstudents?A.Audio-lingualmethodB.Task-basedlearningC.CommunicativelanguageteachingD.Grammar-translationmethod

Answer:D

Explanation:Thegrammar-translationmethodislesscommoninmodernEnglishlanguageteaching,especiallyformiddleschoolstudentsinChina.Whileitisstillused,itisnotasprevalentasothermethodsliketask-basedlearningandcommunicativelanguageteaching,whichfocusmoreoninteractionandreal-lifecommunication.16、WhichofthefollowingstatementsabouttheEnglishcurriculumstandardsformiddleschoolstudentsisNOTcorrect?A.Thestandardsemphasizepracticalcommunicationskills.B.Thestandardsfocusonaccumulatingvocabularyandgrammaticalstructures.C.ThestandardsencouragestudentstolearnEnglishinvariouscontexts.D.Thestandardsadvocatefortheintegrationoflanguageandculture.

Answer:B

Explanation:Whileaccumulatingvocabularyandgrammaticalstructuresisimportant,theEnglishcurriculumstandardsformiddleschoolstudentsinChinaemphasizemoreonpracticalcommunicationskills,learningEnglishinvariouscontexts,andintegratinglanguageandculture.Therefore,astatementthatfocusessolelyontheaccumulationofvocabularyandgrammaticalstructureswithoutmentioningthepracticalapplicationandculturalunderstandingisnotentirelyalignedwiththestatedobjectivesofthecurriculumstandards.17、WhatistheprimarypurposeofthefollowingsentenceinaprimaryschoolEnglishtextbook?

“A.toprovideinstructionsonhowtopronounceanewword”B.tointroduceanewconcepttothestudents”C.toencouragestudentstothinkcriticallyabouttheword’sorigin”D.toentertainstudentswithariddlerelatedtothewordAnswer:BExplanation:TheprimarypurposeinaprimaryschoolEnglishtextbookistypicallytointroducenewconceptsinanengagingandeducationalmanner.WhileoptionsA,C,andDmayserveassecondarypurposesindifferentcontexts,introducinganewconceptisthemaingoalofthesentence.18、Inalessonon“Fruit”,whichofthefollowingactivitieswouldbemostsuitableforvocabularydevelopment?A.agroupdiscussiononthedigestibilityoffruits”B.agameof“SimonSays”wherethestudentsmustidentifyfruits”C.awritingassignmentonthenutritionalbenefitsoffruits”D.adebateonwhetherfruitsshouldbeconsumeddaily”Answer:BExplanation:Forvocabularydevelopment,activitiesthatactivelyinvolvetheuseandrepetitionofnewvocabularyaremostbeneficial.Agamelike“SimonSays”wherestudentsmustidentifyfruitsreinforcesthevocabularybyhavingthemusethewordsinapracticalcontext.Theotheroptions,whileeducational,donotfocusasdirectlyonvocabularydevelopment.19.Theteacherisdemonstratinganewvocabularywordtothestudents.Whichofthefollowingactivitieswouldbemosteffectiveinhelpingthestudentsremembertheword?A.Writingthewordontheboardandallowingthestudentstocopyitdown.B.Usingthewordinasentenceandaskingthestudentstorepeatit.C.Providingalistoftheword’ssynonymsandaskingthestudentstomatchthem.D.Showingapicturerelatedtothewordandaskingthestudentstodescribeit.Answer:BExplanation:Usingthewordinasentenceandaskingthestudentstorepeatitisanactivewayoflearningthatencouragesimmediateengagementandrepetition,whichcanaidinmemoryformation.Itallowsstudentstohearthewordincontextandpracticeitspronunciation.20.Inalessononpasttenseverbforms,theteacherwantstoensurethatstudentsunderstandthedifferencebetweenregularandirregularverbs.Whichofthefollowingmethodswouldbemosteffectiveinteachingthisdistinction?A.Presentingachartwithregularandirregularverbformsandhavingstudentsmatchthem.B.Askingstudentstocreatetheirownsentencesusingregularverbsandthencorrectingthem.C.Providingalistofirregularverbsandaskingstudentstoconvertthemtopasttense.D.Showingvideosofnativespeakersusingregularandirregularverbsinsentences.Answer:AExplanation:Presentingachartwithregularandirregularverbformsandhavingstudentsmatchthemisavisualandinteractivemethodthatallowsstudentstoseethepatternsanddifferencesataglance.Itprovidesareferenceforcomparisonandreinforcesthememorizationofverbforms.21、WhichofthefollowingisNOTacomponentoftheEnglishlanguagethatstudentsshouldmasteraccordingtotheEnglishcurriculumstandards?A.VocabularyB.GrammarC.ListeningD.PronunciationAnswer:C解析:根據英語課程標準，學生應該掌握的語言組成部分包括詞匯、語法以及發音。雖然聽說讀寫四項技能是英語學習的重要組成部分，但“聽力”（Listening）并不是一個獨立的組成部分，而是包含在綜合英語能力之中。22、InthecontextofcurriculumdesignforjuniorhighschoolEnglish,whichofthefollowingteachingapproachesbestpromotescriticalthinkingandproblem-solvingskills?A.DirectinstructionB.Lecture-basedteachingC.CollaborativelearningD.RecitationdrillsAnswer:C解析:在初中英語課程設計中，促進批判性思維和問題解決能力的最佳教學方法是合作學習。合作學習鼓勵學生通過團隊協作、討論和解決問題來提升語言能力，這有助于培養他們的思維能力和解決問題的能力。直接教學、講座式教學和背誦練習更多側重于信息的單向傳授，缺乏對思維和解決問題的訓練。23、WhatisthemainpurposeofavocabularytestinamiddleschoolEnglishlanguageteachingcontext?A.Tomeasuretheoveralllanguageproficiencyofthestudents.B.Toevaluatethestudents’abilitytousegrammaticalstructurescorrectly.C.Toassessthestudents’knowledgeofEnglishvocabulary.D.Totestthestudents’speakingabilities.Answer:C

Explanation:AvocabularytestinamiddleschoolEnglishlanguageteachingcontextisprimarilydesignedtomeasurethestudents’knowledgeoftheEnglishvocabularytheyhavelearned.Whileitcanindirectlyrevealotherelementssuchasgrammaticalusageorspeakingabilities,theprimarygoalistodeterminetheirlevelofvocabularyknowledge.24、Whichofthefollowingteachingstrategieswouldyoumostlikelyusetoimprovestudents’readingcomprehensionskillsinamiddleschoolEnglishclass?A.RepetitionexercisesB.DictationtasksC.QuestioningtechniquesD.ListeningactivitiesAnswer:C

Explanation:Questioningtechniques,suchasSocraticmethod,arehighlyeffectiveforimprovingreadingcomprehensionskills.Byaskingquestionsthatrequirestudentstocriticallythinkaboutthetext,teachershelpthemdevelopdeepunderstandingandinferentialskills,whicharecrucialforcomprehendingcomplextexts.Althoughrepetitionexercisesanddictationtasksmayenhancememoryandgrammaticalskills,theyarenotspecificallydesignedtoimprovereadingcomprehension.Listeningactivities,althoughvaluableforoveralllanguagedevelopment,arenotdirectlyassociatedwithreadingcomprehensionstrategiesinthiscontext.25.Inthefollowingsentence,whichwordisademonstrativepronoun?A.Thebookonthetableismine.B.Thisbookismine.C.Ireadthatbookyesterday.D.Youshouldtakethesebookstoschool.Answer:BExplanation:Theword“this”inoptionBisademonstrativepronounthatreferstoaparticularbooknearby.Theotheroptionsdonotusedemonstrativepronouns:“mine”isapossessiveadjectiveinoptionsAandC,and“these”isademonstrativeadjectiveinoptionD.26.Whichofthefollowingsentencesisacorrectexampleofasimile?A.Thecatisasagileasaballerina.B.Thecatdancedelegantly.C.Thecat’sfurisassmoothassilk.D.Thecatisaballerina.Answer:AExplanation:Asimileisafigureofspeechthatcomparestwodifferentthingsusing“like”or“as.”OptionAuses“as”tocomparethecat’sagilitytoaballerina’s,whichisacorrectsimile.Theotheroptionsdonotusesimile:optionBsimplydescribesthecat’saction,optionCusesametaphorbydirectlycomparingthecat’sfurtosilk,andoptionDisapersonification,asitattributeshumanqualitiestothecat.27、Whichofthefollowingbestexplainstheuseofthesubjunctivemoodinthesentence“Isuggestthatshe______abookbeforethemeeting”?A.agreestoreadB.shouldreadC.readsD.isreadingAnswer:BExplanation:Thesubjunctivemoodisusedaftercertainverbs,suchas“suggest,”“demand,”“insist,”“request,”and“propose,”toexpressahypotheticalorformalcondition.Inthissentence,“suggestthatshe______abookbeforethemeeting,”thecorrectformis“shouldread.”Theuseof“should”herestrengthenstheformalandobligatorytone,suggestingastrongrecommendation.28、Whichmnemonicdevicecanbestassiststudentsinrememberingthe12casesofEnglishnouns?A.AsongorrhymeB.ApictureatlasC.AstoryornarrativeD.AtableorchartAnswer:DExplanation:Atableorchartisthemosteffectivemnemonicdeviceforrememberingthe12casesofEnglishnouns,asitprovidesaclearandorganizedvisualrepresentationthathelpsstudentstoeasilyassociateandrecalltheinformation.Tablesandchartscanbeeasiertoreferbacktoandunderstandtherelationshipsbetweendifferentcasesandtheirfunctions.29.Theteacherwantstoengagethestudentsinalivelyclassdiscussion.Whichofthefollowingactivitiesismostsuitableforpromotingcriticalthinkingandopinionexchange?Adirectmonologuefromtheteacher.Quickoralfaults.AQ&Asessionwithfixedanswers.Adebateproblem-solvingactivity.Answer:DExplanation:Thebestoptionforpromotingcriticalthinkingandopinionexchangeinalivelyclassdiscussionisadebateorproblem-solvingactivity,asitencouragesstudentstothinkcritically,voicetheiropinions,andengageinastructureddiscussionthatfacilitateslearningandsharingdiverseperspectives.30.Theteacherisplanningalessononpresentperfecttense.Whichofthefollowingisthemosteffectivewaytointroducethestructureandusageofthepresentperfecttensetostudents?Showavideoexplainingtherulesandgivestudentsaworksheet.Haveawholeclassreadapassagewithexamplesofthepresentperfecttenseandthendiscuss.Pairstudentsuptoinfertheusagefromgivenexamplesentences.Askthestudentstocreatetheirownstoriesusingthepresentperfecttense.Answer:DExplanation:Creatingtheirownstoriesusingthepresentperfecttenseisaninteractiveandcreativemethodthatallowsstudentstopracticethestructureinameaningfulcontext.Itencouragesengagementandcanhelpstudentsbetterunderstandthepresentperfecttensebyapplyingitinareal-lifestorytellingsituation.Videosandworksheet-basedapproachesmayofferexplanationsbutdonotprovideasmuchpracticalapplicationasactingoutastory.Inferringfromexamplesentencesisalsobeneficialbutmightnothelpstudentsgrasptheconceptaseffectivelyashands-oncreation.二、簡答題（20分）Question:

AsanEnglishteacherforjuniorhighschoolstudents,howcanyoueffectivelyintegratetechnologyintoyourclassroomtoenhancestudents’learningexperiences?Answer:1.Utilizeinteractivewhiteboardsorsmartboardsforpresentationsandcollaborativeactivities.Thisallowsstudentstoengagewiththecontentvisuallyandinteractively,enhancingtheirunderstandingandretention.2.Incorporateeducationalappsandsoftwarethatcatertodifferentlearningstylesandneeds.Forexample,languagelearningappscanhelpstudentspracticevocabularyandgrammaroutsideofclass,whileeducationalgamescanmakelearningfunandengaging.3.Createonlinediscussionforumsorvirtualclassroomswherestudentscaninteractwitheachotherandtheteacher,sharingtheirthoughtsandexperiencesrelatedtothelesson.Thisencouragesactiveparticipationandpromotespeerlearning.4.Integratemultimediaresourcessuchasvideos,podcasts,andonlinearticlesintoyourlessons.TheseresourcescanprovideauthenticexamplesofEnglishusageandexposestudentstodiverseculturalperspectives.5.Encouragestudentstocreatetheirowndigitalcontent,suchaspresentationsorvideos,usingtoolslikePowerPoint,iMovie,orothervideoeditingsoftware.Thisallowsstudentstoapplytheirlearninginapracticalwayanddeveloptheircriticalthinkingskills.6.Offeronlineresourcesforstudentstoreviewandreinforcethelessonmaterial,suchasonlinequizzes,interactiveexercises,oreducationalvideos.Thispromotesself-pacedlearningandallowsstudentstorevisitconceptsasneeded.7.UseeducationalwebsitesandonlineplatformsthatprovidecomprehensiveresourcesandsupportforEnglishlanguagelearning,suchasBBCLearningEnglishorBritishCouncil’sEnglishOnline.8.Provideopportunitiesforstudentstocollaboratewithpeersfromotherschoolsorcountriesthroughonlineexchangesorvirtualclassrooms,fosteringculturalunderstandingandglobalawareness.Byintegratingtechnologyintotheclassroom,teacherscancreateadynamicandengaginglearningenvironmentthatcaterstothediverseneedsoftheirstudents,promotingactivelearningandimprovedlanguageproficiency.Explanation:

TheanswerprovidedoutlinesseveraleffectivestrategiesforintegratingtechnologyintotheEnglishclassroomforjuniorhighschoolstudents.Ithighlightstheimportanceofusinginteractivetools,educationalapps,onlinediscussionforums,multimediaresources,andstudent-generatedcontent.Additionally,itemphasizesthebenefitsofself-pacedlearning,onlineresources,andcollaborativeopportunities.TheanswerdemonstratesacomprehensiveunderstandingofhowtechnologycanenhancethelearningexperienceforstudentsinanEnglishclassroom.三、教學情境分析題（30分）Question:

Designateachingplanforthefollowingclass,whichisalessonaboutthetopicof“Travel.”Theclassisfor8th-gradestudents,andtheclassdurationis45minutes.Considerthefollowingcontext:Moststudentsarefamiliarwithsomebasicvocabularyrelatedtotravelsuchas“hotel,”“airport,”and“touristattraction.”Somestudentsmayhavebeenontripsbeforeandmayhavesomeexperiencestoshare.Thelearningobjectiveistoenhancestudents’vocabularyabouttravelandteachthemhowtodescribetravelexperiencesusingEnglish.Theclassshouldincludeinteractiveactivitiesandpairorgroupworktoencourageparticipation.TeachingPlan:1.Warm-upActivity(5minutes):Startwithabriefdiscussionabouttravelusingsomestarterquestionssuchas“Haveyouevertraveledtoanothercountry?”“What’syourfavoritetraveldestination?”Studentscansharetheirtravelexperiencesinpairs,encouragingthemtousethebasictravelvocabularytheyalreadyknow.2.Presentation(10minutes):Introducenewvocabularyrelatedtotravelsuchas“flight,”“currency,”“culturaldifference,”and“weather.”Useflashcardsorslidestodisplaythenewwordsandprovideshortdefinitionsandexamplesforeach.3.GuidedPractice(10minutes):Provideashortreadingpassageorasimpletextabouttravelingtoanewplace.Havestudentsreadthetextandunderlineorcirclenewwordstheydon’tunderstand.Discussthetextasaclass,focusingonvocabularyusageandguidedquestionstohelpstudentsbetterunderstandthetext.4.InteractiveActivity(10minutes):Dividestudentsintosmallpairsorgroupsandgiveeachgroupascenariorelatedtotravel(e.g.,bookingahotel,describingatouristattraction).Ineachgroup,studentswilltaketurnspracticingthenewvocabularyusingtheirscenario.5.ProductionActivity(10minutes):Askstudentstowriteashortparagraphdescribingtheirfavoritetravelexperienceusingthenewwordstheyhavelearned.Encouragestudentstousethenewlylearnedvocabularyanddescribevariousaspectsofthetravelexperience,suchasthelocation,activities,andfeelings.6.Closure(5minutes):Haveafewstudentsreadtheirparagraphsaloudtotheclass.Providefeedbackonthevocabularyusageandgrammar.Answer:

Theteachingplanincludesawarm-upactivity,presentation,guidedpractice,interactiveactivity,andproductionactivity.Iteffectivelyintegratesinteractivelearning,encouragesstudentparticipation,andaddressesthelearningobjectivesbyenhancingvocabularyandpracticalcommunicationskills.Explanation:1.Warm-upActivity:Thisactivityhelpsengagestudentsandactivatetheirpriorknowledge,makingiteasierforthemtoparticipateinthelesson.2.Presentation:Introducingnewvocabularyensuresstudentshavethenecessarytoolstounderstandandusethelanguageeffectively.3.GuidedPractice:Usingareadingpassageprovidescontextandhelpsstudentsseehownewvocabularyisusedinreal-lifesituations.4.InteractiveActivity:Groupworkandrole-playsencouragestudentstopracticeandusethenewvocabularyinafunandinteractiveway.5.ProductionActivity:WritinginEnglishallowsstudentstoapplywhattheyhavelearnedinameaningfulcreativecontext.6.Closure:Readingandfeedbackprovideopportunitiesforreviewandreinforcelearning.Thisteachingplancaterstovariouslearningstylesandensuresacomprehensiveunderstandingofthetopic.四、教學設計題（40分）Question:

Designateachingplanfora40-minutelessononthetopic“HobbiesandLeisureActivities”forseventh-gradestudents.Thelessonshouldfocusonenhancingstudents’readingcomprehension,vocabularybuilding,andspeakingskills.Includetheobjectives,materials,procedure,andassessmentmethods.Answer:TeachingObjectives:1.KnowledgeandSkills:Studentswillbeabletoreadandunderstandapassageabouthobbiesandleisureactivities.Studentswillfamiliarizethemselveswithvariousadjectivesandnounsrelatedtohobbiesandleisureactivities.2.AbilitytoApply:Studentswillbeabletoanalyzetheorganizationofthetext.3.EmotionalandSocialAbilities:Studentswillbecapableofexpressingtheirownpreferencesandsuggestionsonleisureactivitiesinasocialcontext.4.LearningOpportunities:Studentswillenhancetheircollaborativelearningskillsbyengagingingroupwork