教师资格考试初中英语学科知识与教学能力2025年上半年试卷及答案解析

2025年上半年教师资格考试初中英语学科知识与教学能力试卷及答案解析一、单项选择题（本大题有30小题，每小题2分，共60分）WhichofthefollowingisNOTacommoninstructionalstrategyusedinteachingEnglishasaForeignLanguage(EFL)injuniorhighschool?CommunicativeLanguageTeaching(CLT)Grammar-TranslationMethodTask-BasedLanguageTeaching(TBLT)DirectMethodAnswer:BExplanation:TheGrammar-TranslationMethodisanolderapproachtolanguageteachingthatfocusesheavilyongrammarrulesandtranslationfromonelanguagetoanother.ItisnotascommonlyusedinmodernEFLclassrooms,particularlyatthejuniorhighschoollevel,wheremoreinteractiveandcommunicativestrategiesarefavored.CommunicativeLanguageTeaching(CLT),Task-BasedLanguageTeaching(TBLT),andtheDirectMethodareallmorecontemporaryandeffectivestrategiesforteachingEnglishtoyounglearners.InthecontextofEnglishlanguageteachinginjuniorhighschool,whichofthefollowingbestdescribesthepurposeofusingauthenticmaterials?TofocussolelyonvocabularyexpansionToreinforcegrammaticalstructuresthroughrepetitionToprovidestudentswithreal-lifelanguageuseexamplesandencouragecommunicationToassessstudents’comprehensionoftextbookcontentAnswer:CExplanation:TheuseofauthenticmaterialsinEnglishlanguageteaching,suchasvideos,newsarticles,songs,orinterviews,aimstoexposestudentstoreal-lifelanguageuseandcontexts.ThisnotonlyhelpsstudentsdevelopadeeperunderstandingofthelanguagebutalsoencouragescommunicationandtheabilitytouseEnglishinpracticalsituations.Whilevocabularyexpansionandgrammaticalreinforcementcanoccurthroughauthenticmaterials,theyarenottheirprimarypurpose.Whichteachingmethodemphasizestheuseofgestures,facialexpressions,andreal-lifeobjectstocommunicatemeaningdirectlytostudents?TotalPhysicalResponse(TPR)SilentWayAudio-LingualMethodSuggestopediaAnswer:AExplanation:TheTotalPhysicalResponse(TPR)methodischaracterizedbytheteachergivingcommandsorinstructionsandstudentsrespondingphysically,oftenwithouttheneedforinitialverbalcomprehension.Gestures,facialexpressions,andreal-lifeobjectsareusedextensivelytoconveymeaningdirectlytostudents.Thismethodisparticularlyeffectiveforbeginnersandhelpsstudentsbuildafoundationofbasicvocabularyandgrammarstructuresthroughphysicalengagement.4、WhichofthefollowingisNOTastrategyforteachingvocabularyinEnglishlanguageteaching?

A)Usingcontextclues

B)Directtranslationfromthestudent’snativelanguage

C)Wordgamesandactivities

D)WordlistsandflashcardsAnswer:B

Explanation:Directtranslationfromthestudent’snativelanguageisgenerallynotconsideredaneffectivestrategyforteachingvocabularyinEnglishlanguageteaching,asitcanleadtoconfusionandincorrectassociations.Instead,teachersshouldusestrategiesthatencouragestudentstounderstandandusewordsincontext,suchasusingcontextclues,engaginginwordgamesandactivities,andutilizingwordlistsandflashcards.5、WhatisthemainpurposeofteachinggrammarinthecontextofEnglishlanguageteaching?

A)Toenablestudentstomemorizegrammaticalrules

B)Toimprovestudents’overalllanguageproficiency

C)Tofocussolelyonpassinggrammarexams

D)ToensurestudentscantranslatetextsperfectlyAnswer:B

Explanation:ThemainpurposeofteachinggrammarinEnglishlanguageteachingistoimprovestudents’overalllanguageproficiency.Grammarisanessentialcomponentoflanguagelearning,asithelpsstudentsunderstandhowwordsandphrasesarecombinedtoformmeaningfulsentences.Bymasteringgrammar,studentscanbetterexpressthemselvesinEnglishandunderstandotherswhoarespeakingorwritinginEnglish.6、WhichofthefollowingisakeyaspectofdevelopingreadingcomprehensionskillsinEnglishlanguagelearners?

A)Memorizinglistsofvocabularywords

B)Focusingsolelyondecodingindividualwords

C)Usingarangeofreadingstrategies,suchasskimmingandscanning

D)RelyingontheteachertotranslateeveryunknownwordAnswer:C

Explanation:DevelopingreadingcomprehensionskillsinEnglishlanguagelearnersinvolvesusingarangeofreadingstrategies,suchasskimmingandscanning.Thesestrategiesallowstudentstoquicklygraspthemainideasanddetailsofatext,withoutgettingboggeddowninindividualwordsorphrases.Memorizinglistsofvocabularywordsandfocusingsolelyondecodingindividualwordsareimportant,buttheyarenotsufficientfordevelopingstrongreadingcomprehensionskills.Relyingontheteachertotranslateeveryunknownwordcanalsohinderthedevelopmentofindependentreadingskills.7、WhichofthefollowingisNOTavalidteachingmethodforenhancingstudents’Englishlisteningskills?

A)Usingauthenticmaterialssuchasmovies,podcasts,andnewsbroadcasts

B)Focusingexclusivelyongrammarrulesduringlisteningactivities

C)Encouragingstudentstolistenformainideasanddetails

D)ProvidingopportunitiesforstudentstolistenandrespondinpairsorgroupsAnswer:B

Explanation:Bisnotavalidteachingmethodforimprovinglisteningskillsbecausefocusingexclusivelyongrammarrulesduringlisteningactivitiesdoesnotdirectlyenhancestudents’abilitytocomprehendandrespondtospokenEnglish.Effectivelisteningteachinginvolvesexposingstudentstoauthenticmaterials,encouragingthemtolistenformeaning,andprovidingopportunitiesforinteractivelisteningpractice.8、Inteachingvocabularytojuniorhighschoolstudents,whichofthefollowingstrategiesismosteffectiveforpromotinglong-termretention?

A)Encouragingstudentstomemorizewordlistswithoutcontext

B)Usingvisualaidsandrealiatoassociatenewwordswithimagesorobjects

C)Presentingnewwordsonlyonceduringalessonandthenneverrevisitingthem

D)Focusingsolelyonhigh-frequencywordsandignoringlow-frequencyonesAnswer:B

Explanation:Bisthemosteffectivestrategyforpromotinglong-termretentionofvocabularyinjuniorhighschoolstudents.Usingvisualaidsandrealiahelpsstudentsassociatenewwordswithimagesorobjects,whichcanstrengthentheirmemoryandmakeiteasierforthemtorecallthewordslater.Memorizingwordlistswithoutcontext(A)orpresentingnewwordsonceandneverrevisitingthem(C)arelesseffectiveapproaches.Focusingsolelyonhigh-frequencywords(D)whileignoringlow-frequencyonescanlimitstudents’overallvocabularydevelopment.9、WhichofthefollowingisarecommendedpracticefordifferentiatinginstructioninanEnglishlanguageartsclassforjuniorhighschoolstudents?

A)Assigningthesamereadingmaterialandtaskstoallstudentsregardlessoftheirskilllevel

B)GroupingstudentsbytheirEnglishproficiencyandprovidingdifferentlevelsofsupportandchallenge

C)Ignoringstudents’varyinginterestsandlearningstyleswhenplanninglessons

D)GivingstudentslittleornoautonomyinchoosingtheirreadingmaterialsorlearningactivitiesAnswer:B

Explanation:BrepresentsarecommendedpracticefordifferentiatinginstructioninanEnglishlanguageartsclassforjuniorhighschoolstudents.GroupingstudentsbytheirEnglishproficiencyandprovidingdifferentlevelsofsupportandchallengeallowsteacherstocatertothediverseneedsandabilitiesoftheirstudents.Thisapproachhelpsensurethateachstudentischallengedappropriatelyandcanmakeprogresstowardstheirlearninggoals.Assigningthesamematerialandtaskstoallstudents(A),ignoringstudents’varyinginterestsandlearningstyles(C),orlimitingtheirautonomyinchoosinglearningactivities(D)arenoteffectivestrategiesfordifferentiatinginstruction.

10、WhichofthefollowingisNOTagrammaritemcommonlytaughtinjuniorhighschoolEnglish?

A)PresentSimpleTense

B)PastContinuousTense

C)FuturePerfectContinuousTense

D)PresentPerfectTenseAnswer:C)FuturePerfectContinuousTense

Explanation:JuniorhighschoolEnglishtypicallycoversfoundationalgrammarconceptssuchasthePresentSimple,PastContinuous,andPresentPerfectTenses.TheFuturePerfectContinuousTense,whichisamoreadvancedgrammarpoint,isnotcommonlytaughtatthislevel.11、WhichofthefollowingteachingstrategiesismosteffectiveinhelpingstudentsimprovetheirreadingcomprehensioninEnglish?

A)Memorizingvocabularylists

B)Readingsilentlywithoutaskingquestions

C)Engaginginguidedreadingactivitieswithteachersupport

D)WritingsummariesoftextsafterreadingAnswer:C)Engaginginguidedreadingactivitieswithteachersupport

Explanation:Guidedreading,wheretheteacherprovidessupportandguidanceasstudentsreadtexts,isaneffectivestrategyforimprovingreadingcomprehension.Itallowsstudentstoactivelyengagewiththetextandaskquestions,fosteringdeeperunderstanding.12、WhendesigningalessonplanforteachingEnglishgrammar,whichofthefollowingisacrucialstep?

A)Determiningtheexactgrammarruletoteach

B)Creatingelaboratevisualaidsforeveryconcept

C)Assigningalargeamountofhomework

D)AllowingstudentstofreelydiscovergrammarrulesontheirownAnswer:A)Determiningtheexactgrammarruletoteach

Explanation:Whendesigningalessonplanforgrammar,thefirstandmostcrucialstepistodeterminetheexactgrammarruleorconceptthatwillbetaught.Thisensuresthatthelessonhasaclearfocusandthatstudentsareabletograsptheintendedmaterial.Whilevisualaidsandhomeworkcanbebeneficial,theyshouldnottakeprecedenceoveridentifyingtheprimaryobjectiveofthelesson.13、WhichofthefollowingisNOTateachingmethodcommonlyusedinteachingEnglishasasecondlanguage(ESL)?

A)Task-basedLearning

B)DirectInstruction

C)SilentWay

D)RoteMemorizationAnswer:DExplanation:DirectInstruction,Task-basedLearning,andtheSilentWayareallmethodsthathavebeenusedinESLclassroomstovaryingdegreesofsuccess.DirectInstructioninvolvesexplicitteachingoflanguagerulesandstructures,Task-basedLearningencouragesstudentstouselanguagetocompletemeaningfultasks,andtheSilentWayemphasizesstudentdiscoverythroughnon-verbalcuesandguidedpractice.RoteMemorization,ontheotherhand,involvesmemorizinglanguageformsorruleswithoutunderstandingtheircontextorusage,andisgenerallynotconsideredaneffectiveorengagingteachingmethodinmodernESLclassrooms.14、WhatistheprimarygoalofusingauthenticmaterialsinanESLclassroom?

A)Toimprovestudents’grammaraccuracy

B)Toincreasestudents’vocabularysize

C)Toexposestudentstoreal-lifelanguageuse

D)Toassessstudents’readingcomprehensionAnswer:CExplanation:Authenticmaterials,suchasnewsarticles,songs,movies,andpodcasts,areusedinESLclassroomstoexposestudentstolanguageasitisactuallyusedinreal-lifecontexts.Thishelpsstudentsdevelopadeeperunderstandingoflanguagebeyondtextbookexamplesandpreparesthemforusinglanguageintherealworld.Whileusingauthenticmaterialsmayalsohavepositiveeffectsongrammaraccuracy,vocabularysize,andreadingcomprehension,thesearenottheirprimarygoals.15、WhichofthefollowingisastrategyforhelpingESLstudentsovercomeanxietyinthelanguageclassroom?

A)Providingfrequentgrammarquizzes

B)RequiringstudentstospeakonlyinEnglish

C)Encouragingpairandgroupwork

D)FocusingsolelyonerrorcorrectionAnswer:CExplanation:PairandgroupworkcanbeaneffectivestrategyforreducinganxietyintheESLclassroombyprovidingstudentswithopportunitiestopracticelanguageuseinamoresupportiveandlow-stakesenvironment.Thiscanhelpstudentsfeelmorecomfortabletakingrisksandexperimentingwithlanguage.Frequentgrammarquizzes,requiringstudentstospeakonlyinEnglish,andfocusingsolelyonerrorcorrectioncanallcontributetoaclassroomatmospherethatisstressfulandanxiety-provokingforESLstudents.16、WhichofthefollowingisNOTatypeoflanguageskillinEnglishlanguageteaching?A.ListeningB.SpeakingC.GrammarD.WritingAnswer:CExplanation:InEnglishlanguageteaching,thefourmainlanguageskillsarelistening,speaking,reading,andwriting.Grammarisnotconsideredaskillbutratheracomponentoflanguageknowledgethatsupportsthedevelopmentoftheseskills.17、WhatistheprimarygoalofteachingvocabularyinthecontextofEnglishlanguageteachingforjuniorhighschoolstudents?A.MemorizingasmanywordsaspossibleB.UnderstandingandusingvocabularyaccuratelyindifferentcontextsC.PassingvocabularytestsD.ImpressingteacherswithlargevocabulariesAnswer:BExplanation:TheprimarygoalofteachingvocabularyinEnglishlanguageteaching,especiallyforjuniorhighschoolstudents,istoenablestudentstounderstandandusevocabularyaccuratelyindifferentcontexts.Memorizationisimportant,butitshouldservethepurposeofcommunicationandcomprehension.Passingtestsandimpressingteachersarenottheprimarygoalsofvocabularyinstruction.18、WhichinstructionalapproachencouragesstudentstoengageinmeaningfulcommunicationinEnglish?A.Grammar-TranslationMethodB.DirectMethodC.Audio-LingualMethodD.CommunicativeLanguageTeaching(CLT)Answer:DExplanation:CommunicativeLanguageTeaching(CLT)isaninstructionalapproachthatemphasizestheuseoflanguageformeaningfulcommunication.ItencouragesstudentstointeractinEnglishanduselanguagetoexpresstheirthoughtsandideas.Incontrast,theGrammar-TranslationMethodfocusesontranslationandgrammarrules,theDirectMethodemphasizesoralcommunicationbutoftenlacksauthenticcontext,andtheAudio-LingualMethodemphasizesrepetitionandpatterndrills.Whiletheseapproacheshavetheirplace,CLTisparticularlysuitedforpromotingmeaningfulcommunicationinEnglish.19、Whichofthefollowingteachingstrategiesismosteffectiveforimprovingstudents’listeningcomprehensioninjuniorhighschoolEnglishclasses?

A)Onlyfocusingongrammardrillsduringlisteningexercises.

B)Providingacombinationofauthenticlisteningmaterialsandtargetedlisteningactivities.

C)Askingstudentstotranslateeverywordtheyhearintotheirnativelanguage.

D)Onlyplayingshortvideosandsongswithoutanyfollow-updiscussionorquestions.Answer:B

Explanation:Toimprovelisteningcomprehension,providingstudentswithamixofauthenticlisteningmaterialsthatarerelevanttotheirlivesandlanguagelevel,combinedwithtargetedlisteningactivitiesthatfocusonspecificskillsorstructures,isthemosteffectiveapproach.Grammardrillsalonedonotsufficeforlisteningcomprehension,andtranslatingeverywordcanbedetrimentaltounderstandingtheoverallmeaning.Simplyplayingvideosandsongswithoutfurtherengagementdoesnotprovideenoughopportunitiesforpracticeandreinforcement.20、WhatistheprimarygoalofteachingvocabularyinjuniorhighschoolEnglishclasses?

A)Toensurestudentscanmemorizetheexactspellingandpronunciationofeveryword.

B)Tohelpstudentsdevelopstrategiesforinferringmeaningfromcontext.

C)Tofocussolelyonteachinghigh-frequencywordsfortestpreparation.

D)Torequirestudentstomemorizevocabularylistswithoutcontext.Answer:B

Explanation:TheprimarygoalofteachingvocabularyinjuniorhighschoolEnglishclassesistohelpstudentsdevelopstrategiesforinferringmeaningfromcontext,asthisskilliscrucialforeffectivecommunicationandreadingcomprehension.Whilememorizingspellingsandpronunciationsandknowinghigh-frequencywordsareimportant,theyarenottheprimarygoals.Memorizingvocabularylistswithoutcontextisnotaneffectivelearningstrategy.21、WhichteachingmethodencouragesstudentparticipationandactivelearninginjuniorhighschoolEnglishclasses?

A)Lecturingfortheentireclassperiodwithminimalstudentinteraction.

B)Assigningindividualreadingtaskswithoutanygroupworkordiscussions.

C)Implementingpairorgroupworkactivitiesthatrequirestudentstocommunicateandcollaborate.

D)Usingonlyworksheetsandmultiple-choicequestionsforassessment.Answer:C

Explanation:ImplementingpairorgroupworkactivitiesthatrequirestudentstocommunicateandcollaborateencouragesstudentparticipationandactivelearninginjuniorhighschoolEnglishclasses.Thisapproachfosterslanguageuseinmeaningfulcontexts,promotessocialinteraction,andallowsforvariedlearningstylesandabilitiestobeaccommodated.Lecturingwithminimalstudentinteraction,assigningindividualtaskswithoutcollaboration,andrelyingsolelyonworksheetsandmultiple-choicequestionsdonoteffectivelypromoteactivelearning.22、WhichofthefollowingisNOTacommonteachingmethodusedinteachingEnglishasasecondlanguage(ESL)?

A)GrammarTranslationMethod

B)CommunicativeLanguageTeaching(CLT)

C)TotalPhysicalResponse(TPR)

D)DirectInstructionMethod(DIM)primarilyusedinmathematicsAnswer:D

Explanation:TheDirectInstructionMethod(DIM)isprimarilyassociatedwithteachingmathematicsandothersubjectswhereaclear,step-by-stepapproachisused.ItisnotacommonteachingmethodspecificallyforEnglishasasecondlanguage(ESL).TheotheroptionsarewidelyusedinESLteaching:GrammarTranslationMethodfocusesontranslatingsentencesbetweenthenativeandtargetlanguages;CommunicativeLanguageTeaching(CLT)emphasizescommunicationandinteractioninthetargetlanguage;andTotalPhysicalResponse(TPR)usesphysicalmovementstoteachlanguage.23、WhichteachingstrategyismosteffectiveinhelpingstudentsdeveloptheirlisteningcomprehensionskillsinEnglish?

A)ExtensivereadingofEnglishtexts

B)Regulardictationexercises

C)Authenticlisteningmaterialswithcomprehensionquestions

D)GrammardrillsfocusedonsentencestructureAnswer:C

Explanation:Authenticlisteningmaterialswithcomprehensionquestionsarehighlyeffectiveindevelopingstudents’listeningcomprehensionskills.Thesematerialsmimicreal-lifelisteningsituationsandencouragestudentstoactivelyengagewiththeaudiocontent.Extensivereading,whilebeneficialforvocabularyandreadingcomprehension,doesnotdirectlytargetlisteningskills.Regulardictationexercisesandgrammardrillscanbeusefulforlanguagepracticebutarenotspecificallydesignedtoimprovelisteningcomprehension.24、WhichofthefollowingisakeyprincipleoftheCommunicativeLanguageTeaching(CLT)approach?

A)Emphasisonmemorizationofgrammarrules

B)Useofthetargetlanguageexclusivelyintheclassroom

C)Focusonaccuracyoverfluency

D)Learner-centeredandtask-basedactivitiesAnswer:D

Explanation:TheCommunicativeLanguageTeaching(CLT)approachischaracterizedbylearner-centeredandtask-basedactivities.Thismeansthatthefocusisonstudentsactivelyusingthelanguagetocommunicateandcompletemeaningfultasks,ratherthansimplymemorizinggrammarrulesorfocusingsolelyonaccuracy.WhileusingthetargetlanguageintheclassroomisencouragedinCLT,itisnotanexclusiveprinciple.CLTalsovaluesfluencyandcommunicationovermereaccuracy.25、WhichofthefollowingisthemosteffectivewaytoengagestudentsinanEnglishlessonaboutenvironmentalprotection?

A)Presentingalengthylectureonthetopic.

B)Askingstudentstoworkinpairsanddiscusspersonalactionstheycantaketoprotecttheenvironment.

C)Assigningaresearchpapertobecompletedoutsideofclass.

D)Showingasinglevideoontheissuewithoutfurtherdiscussion.Answer:B

Explanation:Pairworkpromotesactivelearningandstudentengagement,encouragingcriticalthinkingandcollaboration.Discussingpersonalactionsconnectsthetopictostudents’lives,makingitmorerelatableandmemorable.Alengthylecturecanbepassiveanddifficulttomaintainstudentattention,whilearesearchpaperorsinglevideowithoutdiscussionmaynotengagestudentssufficiently.26、WhatisthebestapproachforteachinggrammartomiddleschoolstudentsinanEnglishlanguageclass?

A)Isolatinggrammarrulesandpracticingtheminrepetitiondrills.

B)Embeddinggrammarintomeaningfulcommunicativeactivitiesandcontexts.

C)Assessinggrammarproficiencythroughwrittentestsonly.

D)Requiringstudentstomemorizegrammarrulesverbatim.Answer:B

Explanation:Embeddinggrammarintomeaningfulactivitiesandcontextsmakesitmorerelevantandusefulforstudents,whocanthenapplythegrammarinreal-lifesituations.Thisapproachismoreeffectivethanisolatinggrammarrulesandpracticingtheminrepetitiondrills,whichcanbemonotonousandineffective.Assessmentshouldincludebothwrittenandoralforms,andmemorizinggrammarrulesverbatimisnotaseffectiveasunderstandinghowtousethemincontext.27、WhichteachingstrategyismosteffectiveforenhancingvocabularydevelopmentinanEnglishlanguageclassroomformiddleschoolstudents?

A)Givingstudentsalistofnewwordstomemorizeeveryweek.

B)Integratingnewvocabularyintoongoingclassroomactivitiesanddiscussions.

C)Relyingsolelyontextbookexercisesforvocabularypractice.

D)Encouragingstudentstomemorizedefinitionsratherthanusethewordsincontext.Answer:B

Explanation:Integratingnewvocabularyintoongoingclassroomactivitiesanddiscussionshelpsstudentstolearnandretainwordsmoreeffectively,astheyencounterandusethewordsinameaningfulcontext.Memorizingwordlistsordefinitionsaloneislesseffective,asitdoesnotteachstudentshowtousethewordsinconversationorwriting.Whiletextbookexercisescanbehelpful,theyshouldnotbethesolesourceofvocabularypractice.28、Whichofthefollowingteachingmethodsbestencouragesstudents’activeparticipationinlanguagelearning?

A)Directinstruction

B)Task-basedlearning

C)Grammartranslation

D)Audio-lingualmethodAnswer:B

Explanation:Task-basedlearning(TBL)isateachingapproachthatencouragesstudentstoactivelyengageinmeaningfultasksthatinvolveusinglanguageforapurpose.Itpromoteslanguageuseinreal-lifecontexts,whichfosterscomprehension,fluency,andthedevelopmentofcommunicativeskills.29、WhatisthemainfocusofteachingvocabularyinanEnglishlanguageclassroomforsecondaryschoolstudents?

A)Memorizingdefinitionsandspellings

B)Usingvocabularyincontext

C)Recognizingwordrootsandaffixes

D)StudyingetymologyofwordsAnswer:B

Explanation:TeachingvocabularyinanEnglishlanguageclassroomforsecondaryschoolstudentsshouldfocusonhelpingstudentsunderstandandusewordsincontext.Thisincludeslearninghowtoapplynewvocabularyinmeaningfulsentencesandreal-lifesituations,ratherthanmerelymemorizingdefinitionsandspellings.30、WhichskillisconsideredessentialfordevelopingreadingcomprehensioninsecondaryschoolEnglishlearners?

A)Rapidreadingspeed

B)Accuratepronunciation

C)Vocabularyknowledge

D)FluencyinspokenEnglishAnswer:C

Explanation:VocabularyknowledgeisconsideredacrucialskillfordevelopingreadingcomprehensioninsecondaryschoolEnglishlearners.Anextensivevocabularyenablesstudentstounderstandthetextbetter,recognizefamiliarwordsandphrases,andinfermeaningsofunknownwordsbasedoncontext.This,inturn,leadstoimprovedcomprehensionanddeeperunderstandingofthematerial.二、简答题（20分）Question(Short-Answer):Describethekeyteachingstrategiesyouwouldemploytoenhancestudents’readingcomprehensionskillsinanEnglishlanguageclassatthejuniorhighschoollevel,andexplainhoweachstrategycontributestothedevelopmentoftheseskills.Answer:Atthejuniorhighschoollevel,fosteringstudents’readingcomprehensionskillsiscrucialfortheiroveralllanguageproficiency.Toachievethis,Iwouldemployseveralkeyteachingstrategies,eachtailoredtoaddressdifferentaspectsofcomprehension.Pre-readingActivities:Strategy:Activatepriorknowledgeandsetapurposeforreading.Explanation:Byengagingstudentsindiscussionsrelatedtothetopicorbyshowingrelevantvisuals,Icanactivatetheirexistingknowledgeandcuriosity,makingthemmorereceptivetotheupcomingtext.Settingaclearpurposeforreading,suchasidentifyingspecificinformationormakinginferences,helpsstudentsfocustheirattentionandenhancestheircomprehension.During-readingStrategies:Strategy:GuidedReadingwithQuestion-AnswerSessions.Explanation:Duringreading,IwoulduseguidedreadingtechniqueswhereIposequestionsatintervalstocheckforunderstandingandencouragestudentstoengagewiththetextactively.Thisnotonlykeepsthemontrackbutalsopromptsthemtoreflectonwhattheyhaveread,improvingtheirabilitytomakeconnectionsandinferences.VocabularyEnhancement:Strategy:ContextualizedVocabularyInstruction.Explanation:Introducingandreinforcingvocabularyinthecontextofthetexthelpsstudentsunderstandandrememberwordsbetter.Byhighlightingunknownwords,providingsynonyms,antonyms,orillustrations,Icanfacilitatetheirunderstandingofthetext’smeaningandbroadentheirvocabularyrange.SummarizingandRetelling:Strategy:EncouragingSummariesandRetellinginTheirOwnWords.Explanation:Afterreading,askingstudentstosummarizethemainideasorretellthestoryintheirownwordsreinforcestheirunderstandingofthetext.Thispracticeimprovestheirabilitytosynthesizeinformationandcommunicatetheircomprehensionverbally.CriticalThinkingPrompts:Strategy:UsingOpen-EndedQuestionstoEncourageCriticalThinking.Explanation:Byposingopen-endedquestionsthatrequireanalysis,evaluation,orprediction,Icanchallengestudentstothinkcriticallyaboutthetext.Thistypeofquestioningstimulatesdeeperprocessingoftheinformation,leadingtoamoreprofoundcomprehensionofthetext’sthemes,characters,andplot.Conclusion:Employingtheseteachingstrategies—pre-readingactivation,guidedreading,vocabularyenhancement,summarizingandretelling,andcriticalthinkingprompts—holisticallyaddressesthevariousfacetsofreadingcomprehension.Eachstrategycontributesuniquelytoimprovingstudents’abilitytocomprehend,analyze,andrespondtowrittentexts,therebyenhancingtheiroverallEnglishlanguageproficiency.三、教学情境分析题（30分）Question3:TeachingScenarioAnalysisScenario:

Youarepreparingtoteachalessonon“PresentContinuousTense”toaclassofjuniorhighschoolstudents.Theclassconsistsofstudentswithvaryingl