高中英语教师资格考试学科知识与教学能力2024年复习试卷及解答参考

2024年教师资格考试高中英语学科知识与教学能力复习试卷及解答参考一、单项选择题（本大题有30小题，每小题2分，共60分）1、Thesentence“Sheisastallasherbrother.”isanexampleofwhichofthefollowingsentencestructures?SimpleComplexCompoundCompound-complexAnswer:C)CompoundExplanation:Acompoundsentenceconsistsoftwoormoreindependentclausesjoinedbyacoordinatingconjunctionorapunctuationmarksuchasasemicolon.Inthissentence,“Sheisastallasherbrother”isanindependentclause,andtherearenoadditionaldependentclauses,makingitacompoundsentence.2、Whichofthefollowingwordsisahomophoneof“there”?TheirThey’reHereWhereAnswer:B)They’reExplanation:Homophonesarewordsthatsoundthesamebuthavedifferentmeaningsandspellings.“They’re”isahomophoneof“there,”bothpronounced/ðeər/.“Their”isapossessiveadjective,“Here”isanadverb,and“Where”isanadverbandarelativepronoun,noneofwhicharehomophonesof“there.”3、Thefollowingsentenceisacompletesentence.WhichofthefollowingstatementsaboutthesentenceisNOTtrue?A.Ithasasubjectandaverb.B.Itexpressesacompletethought.C.Itcontainsadependentclause.D.Ithasaclearmainidea.Answer:CExplanation:Thesentenceiscompletebecauseithasasubject(“Thestudents”),averb(“studied”),andexpressesacompletethought.Ithasaclearmainidea,whichisthatthestudentsstudied.However,thereisnodependentclauseinthesentence;alltheclausesareindependent.4、InthecontextofteachinghighschoolEnglish,whichofthefollowingactivitiesismostlikelytopromotecriticalthinking?A.Readingaseriesofshortstories.B.Practicinggrammarexercises.C.Discussingthethemesofanovel.D.TranslatingsentencesfromEnglishtoChinese.Answer:CExplanation:Discussingthethemesofanovelencouragescriticalthinkingasitrequiresstudentstoanalyze,interpret,andevaluatethedeepermeaningsandmessagesofthetext.Readingshortstories,practicinggrammarexercises,andtranslatingsentencesfocusmoreonbasiccomprehensionandskilldevelopmentratherthancriticalanalysis.5、Thefollowingsentenceisanexampleofwhichsentencetype?A.DeclarativesentenceB.InterrogativesentenceC.ImperativesentenceD.ExclamatorysentenceAnswer:B

Explanation:Thesentence“Whatabeautifuldayitis!”isanexampleofanInterrogativesentencebecauseitisaskingaquestion.ADeclarativesentencemakesastatement,anImperativesentencegivesacommand,andanExclamatorysentenceexpressesstrongemotionorsurprise.6、Whichofthefollowingwordsisanadjective?A.RunB.RunningC.RunsD.RunnedAnswer:B

Explanation:“Running”isanadjectiveinthesentence“Therunningshoesarecomfortable.”Itdescribesthenoun“shoes.”“Run”isaverb,“Runs”isthepresenttenseformoftheverb,and“Runned”isanincorrectpasttenseformoftheverb.7、Inthefollowingsentence,theword“therefore”isusedasaconjunction.Whichofthefollowingsentencesalsouses“therefore”asaconjunction?A.Theweatherissunny,therefore,weshouldgoforapicnic.B.Sheistired,thereforesheneedsarest.C.Heisthetallestintheclass,therefore,everyonelooksuptohim.D.Ididn’tfinishmyhomework,thereforeIaskedforanextension.Answer:C

Explanation:Inthisquestion,thecorrectanswerisCbecause“therefore”isusedasaconjunctiontoconnecttwoindependentclauses,expressingacause-and-effectrelationship.InoptionC,“Heisthetallestintheclass”isthecause,and“everyonelooksuptohim”istheeffect.OptionsAandDuse“therefore”incorrectlyasaresultofacommasplice,andoptionBuses“therefore”asanadverb.8、Whichofthefollowingsentencesisanexampleofafigurativelanguageusedtocreateavividimage?A.Thesunrisesinthemorning.B.Thesunislikeaglowingballoffire.C.Thesunsetsintheevening.D.Thesunisastarinthesky.Answer:B

Explanation:ThecorrectanswerisBbecausethesentence“Thesunislikeaglowingballoffire”usespersonification,aformoffigurativelanguage,tocreateamorevividandimaginativedescriptionofthesun.OptionsA,C,andDdescribethesuninaliteral,straightforwardmanner,withoutemployinganyfigurativelanguage.9、Thesentence“Thenovelhasreceivedwidespreadacclaimforitsvividportrayalofthe19th-centuryEnglishsociety.”isanexampleofwhichgrammaticalstructure?presentperfecttensepastperfecttensepresentperfectcontinuoustensesimplepresenttense答案：D解析：Thesentenceusesthesimplepresenttensetodescribeapresentstateorconditionthatisbelievedtobetrueortohavehappenedinthepresent.Thephrase“hasreceivedwidespreadacclaim”indicatesthatthenovelhasbeenacclaimed,whichisapresentstate,notapastorcontinuousaction.Therefore,thecorrectanswerisD)simplepresenttense.10、Inthefollowingsentence,whichwordisanadverbmodifyingtheverb“speak”?Theteacherclearlyspoketothestudentsabouttheimportanceofteamwork.clearlyteacherspokestudents答案：A解析：Theword“clearly”inthesentenceisanadverbthatmodifiestheverb“spoke”bydescribinghowtheactionwasperformed.Ittellsusthattheteacherspokeinaclearmanner.Therefore,thecorrectanswerisA)clearly.11、Thefollowingsentencecontainsacommasplice.Whichoneofthefollowingsentencesisacorrectversionoftheoriginalsentence?A.Theweatherissunny,andit’sagreatdayforapicnic.B.Theweatherissunny,soit’sagreatdayforapicnic.C.Theweatherissunny;therefore,it’sagreatdayforapicnic.D.Theweatherissunny,it’sagreatdayforapicnic.答案：A

解析：选项A是正确的，因为它使用了逗号和并列连词“and”来连接两个独立的句子。选项B使用了错误的连词“so”，选项C使用了分号而不是逗号，选项D缺少连词，导致句子结构不完整。12、Choosethecorrectwordtocompletethesentence:Theteacherwasimpressedbythestudent’s__________presentation.A.excitingB.excitinglyC.excitedD.excitement答案：A

解析：选项A是正确的，因为“exciting”作为形容词，可以修饰名词“presentation”，表示演讲令人兴奋。选项B是副词，不能作为形容词使用；选项C是形容词，但表示主语感到兴奋，与题意不符；选项D是名词，不能作为形容词使用。13、Thefollowingsentencecontainsasentenceadverb.Whichoneisit?A.Thestudentswereworkinghardintheclassroom.B.Intheclassroom,thestudentswereworkinghard.C.Workinghard,thestudentswereintheclassroom.D.Thestudentsworkedhard,intheclassroom.Answer:BExplanation:Thesentenceadverbinthisquestionis“intheclassroom,”whichmodifiestheverbphrase“thestudentswereworkinghard.”Ittellsuswheretheactionwastakingplace.14、Choosethecorrectwordtocompletethesentencebelow.Theteacheraskedthestudentstoreadthepassagecarefully,____________theywouldunderstandthecontextbetter.A.sothatB.becauseC.althoughD.ifAnswer:AExplanation:Thecorrectwordtouseinthiscontextis“sothat,”whichisusedtoindicateapurposeorresult.Thesentenceimpliesthatthestudentswillunderstandthecontextbetterbecausetheyreadthepassagecarefully.15、WhichofthefollowingisNOTacomponentofBloom’staxonomyofeducationalobjectives?KnowledgeComprehensionMemorizationEvaluationAnswer:C)MemorizationExplanation:Bloom’staxonomyconsistsofsixlevelsofcognitiveskills:Knowledge(therecalloflearnedmaterial),Comprehension(theabilitytograspmeaning),Application(theuseoflearnedmaterialinnewsituations),Analysis(theabilitytobreakdownmaterialintoitscomponentparts),Synthesis(theabilitytoputpartstogethertoformanewwhole),andEvaluation(theabilitytojudgethevalueofmaterial).“Memorization”isnotoneofthesecomponentsbutratheraprocessthatcontributestoachievingthelevelof“Knowledge.”16、Inthecontextoflanguagelearning,whichactivitybestexemplifiestheprincipleof“output”asdefinedbySwain’sOutputHypothesis?ListeningtoapodcastinEnglishReadinganEnglishnovelWritinganessayinEnglishWatchinganEnglishfilmwithoutsubtitlesAnswer:C)WritinganessayinEnglishExplanation:AccordingtoSwain’sOutputHypothesis,“output,”ortheproductionoflanguage,iscrucialforsecondlanguagedevelopmentbecauseitpusheslearnerstoproducelanguagethemselves,thusrequiringthemtomanipulategrammarandvocabularyactively.Activitiessuchaswritinganessayrequirethelearnertogeneratelanguage,makingitanexcellentexampleofoutput.Listeningandreadingactivitiesareconsidered“input”ratherthanoutput,whilewatchingafilmwithoutsubtitlesmaybechallengingbutdoesnotnecessarilyinvolvetheactiveproductionoflanguagebythelearner.17.Theteacherintheclassroomusesavarietyofteachingmethodstoengagestudentsinlearning.WhichofthefollowingisNOTaneffectiveteachingmethod?Usingmultimediapresentationstoillustratecomplexconcepts.Encouragingstudentstoworkingroupsforcollaborativelearning.Askingstudentstocompleterepetitiveexercisestoreinforcevocabulary.Providingregularfeedbackandopportunitiesforself-assessment.Answer:C)Explanation:Whileusingmultimediapresentations,encouraginggroupwork,andprovidingfeedbackarealleffectiveteachingmethods,completingrepetitiveexercisestoreinforcevocabularymightnotbeasengagingoreffectiveasothermethods.Itisimportanttousevariedapproachestocatertodifferentlearningstylesandmaintainstudentinterest.18.InahighschoolEnglishclassroom,theteacherwantstopromotecriticalthinkingskillsamongstudents.Whichofthefollowingactivitiesismostsuitableforachievingthisgoal?Readingapoemanddiscussingitsmeaningindetail.Givingalectureonthehistoricalcontextofanovel.Askingstudentstowriteashortessayabouttheirpersonalopinionsonacurrentissue.Providingalistofvocabularywordsandhavingstudentsmemorizetheirmeanings.Answer:C)Explanation:Theactivitythatbestpromotescriticalthinkingisaskingstudentstowriteashortessayabouttheirpersonalopinionsonacurrentissue.Thisencouragesstudentstothinkdeeplyaboutthetopic,formtheirownarguments,andexpresstheirthoughtsclearly.Readingpoems,givinglectures,andmemorizingvocabularywordsareimportantskillsbutmaynotnecessarilyfostercriticalthinkingaseffectivelyastheessaywritingactivity.19.Inthefollowingsentence,“Theteacher’senthusiasmwascontagious,”whichpartofspeechistheword“contagious”?A.AdjectiveB.VerbC.NounD.PronounAnswer:A.AdjectiveExplanation:Theword“contagious”describestheteacher’senthusiasm,makingitanadjective.Ittellsusmoreaboutthenatureoftheteacher’senthusiasm.20.Whichofthefollowingisanexampleofasimile?A.Theboyisastallashisfather.B.Theboyisveryhappy.C.Theboyrunsfast.D.Theboyhasabighouse.Answer:A.Theboyisastallashisfather.Explanation:Asimileisafigureofspeechthatcomparestwothingsusing“like”or“as.”Inthissentence,“astallas”isthecomparison,makingitasimile.Theotheroptionsdonotuseasimile.21、WhichofthefollowingisNOTacharacteristicofBritishRomanticpoetry?

A)Emphasisonemotionandindividualism.

B)Afocusonthebeautyofnature.

C)Strictadherencetoclassicalformsandrules.

D)Theuseofsimplelanguagetoexpressprofoundfeelings.Answer:C)Strictadherencetoclassicalformsandrules.Explanation:BritishRomanticpoetssuchasWilliamWordsworth,SamuelTaylorColeridge,andLordByronmovedawayfromthestrictadherencetoclassicalformsthatwereprevalentintheNeoclassicalperiod.Instead,theyemphasizedindividualism,emotionaldepth,andthebeautyofnature,oftenusingsimplelanguagetoconveycomplexemotionsandideas.22、InEnglishlanguageteaching,whichmethodemphasizeslearningthroughdoingandischaracterizedbytheteacheractingmoreasafacilitatorthanatraditionalinstructor?

A)Grammar-TranslationMethod

B)DirectMethod

C)Audio-LingualMethod

D)Task-BasedLearningApproachAnswer:D)Task-BasedLearningApproach.Explanation:TheTask-BasedLearning(TBL)approachfocusesonengagingstudentsintheactiveuseofthetargetlanguagetocompleteopen-endedtasks.Inthismethod,theteacher’sroleshiftstowardsfacilitatinglearningratherthansimplypresentingorexplaininglanguagerules.Thisapproachencourageslearnerstousethelanguagecommunicativelyandtoconstructmeaningthroughinteraction,makingitdistinctfrommoretraditionalmethodslikeGrammar-Translation,DirectMethod,orAudio-LingualMethod,whichhavedifferentemphases.23.InahighschoolEnglishclassroom,theteacherwantstointroduceanewtopicabout“globalwarming”.Whichofthefollowingactivitieswouldbemostsuitableforengagingstudentsinthelearningprocess?A.Readingalongpassageaboutglobalwarmingandsummarizingthemainpoints.B.Watchingadocumentaryonglobalwarminganddiscussingthemainissuespresented.C.Playingagamethatrequiresstudentstomatchwordsrelatedtoglobalwarmingwiththeirdefinitions.D.Writingashortessayonthecausesandeffectsofglobalwarming.Answer:B

Explanation:Watchingadocumentaryonglobalwarminganddiscussingthemainissuespresentedwouldbethemostsuitableactivityasitprovidesstudentswithvisualandauditoryinput,whichcanhelpthemgraspcomplexconceptsmoreeffectively.Italsoallowsforinteractivediscussion,encouragingstudentstothinkcriticallyaboutthetopic.24.WhatistheprimarypurposeofavocabularylessoninahighschoolEnglishclass?A.ToteachstudentshowtospeakfluentEnglish.B.Tointroducenewvocabularyandprovidepracticeinusingthemincontext.C.Toassessstudents’knowledgeofgrammar.D.Tofocusonthehistoryandoriginofwords.Answer:B

Explanation:TheprimarypurposeofavocabularylessoninahighschoolEnglishclassistointroducenewvocabularyandprovidepracticeinusingthemincontext.Thishelpsstudentstoexpandtheirvocabularyandimprovetheirlanguageskills,whichareessentialforeffectivecommunicationandunderstanding.Theotheroptions,whileimportantintheirownright,arenottheprimarygoalsofavocabularylesson.25.Thefollowingsentenceisanexampleofa(n)______clause.A.relativeB.adverbialC.infinitiveD.participialAnswer:BExplanation:Thesentence“Althoughhewastired,hecontinuedtowork.”containsanadverbialclausethatmodifiestheverb“continued,”indicatingthereasonfortheaction.Therefore,thecorrectanswerisB.adverbial.26.Inthefollowingsentence,whichwordisanexampleofapreposition?A.TheB.BecauseC.WithD.ThemAnswer:CExplanation:Inthesentence“Shewalkedwithherfriendtothepark,”theword“with”isusedtoshowthemannerinwhichshewalked.Prepositionsareusedtoexpressrelationshipsbetweenwordsinasentence,sothecorrectanswerisC.with.27、Whichofthefollowingsentencescorrectlyusesthesubjunctivemoodtoexpressawish?IfIwasricher,Iwouldtravelmore.IwishIamasyoungasyou.Sheinsistedthatheisinnocent.It’scrucialthatshearriveontime.CorrectAnswer:D)It’scrucialthatshearriveontime.Explanation:Thesubjunctivemoodisusedinclausesthatexpresswishes,suggestions,oranythingthatiscontrarytofact.InoptionD,“shearriveontime”isthecorrectsubjunctiveformafter“it’scrucialthat,”whichindicatesnecessityorimportance.28、Identifythetypeofthefollowingsentence:“Willyoupleaseopenthewindow?”DeclarativeImperativeInterrogativeExclamatoryCorrectAnswer:B)ImperativeExplanation:Althoughthissentenceendswithaquestionmark,itisactuallyanimperativesentencebecauseitisgivingacommandormakingarequest.The“Willyouplease”isapolitewayofaskingsomeonetodosomething,butthestructureremainsimperative.Aninterrogativesentencewouldseekinformation,whichthisdoesnot.29.Thesentence“Thebookissaidtobeveryinteresting”canbetransformedintopassivevoicebyusingwhichofthefollowingoptions?A.Thebookisinterestingsaidtobe.B.Itissaidthatthebookisinteresting.C.Interestingsaidtobethebook.D.Saidtobeinterestingthebook.Answer:B

Explanation:Thecorrecttransformationofthegivensentenceintopassivevoiceis“Itissaidthatthebookisinteresting.”Thisstructureemphasizesthefactthatthebook’sinterestingnessisbeingreportedbysomeoneelse.30.Whichofthefollowingsentencesisafragment?A.“Thestudentswalkedquickly.”B.“Thestudentswereverytired.”C.“Walkingquickly,thestudentswereverytired.”D.“Thestudentsweretiredandhungry.”Answer:C

Explanation:Asentencefragmentisagroupofwordsthatresemblesasentencebutdoesnotexpressacompletethought.OptionC,“Walkingquickly,thestudentswereverytired,”isafragmentbecauseitlacksaclearsubjectandverbandisincomplete.Theotheroptionsarecompletesentences.二、简答题（20分）Question:

ExplaintheimportanceofvocabularyteachinginthehighschoolEnglishcurriculum.Discusshowteacherscaneffectivelyincorporatevocabularylearningintotheirlessonsandprovidestrategiesforbothin-classandout-of-classactivities.Answer:

TheimportanceofvocabularyteachinginthehighschoolEnglishcurriculumcannotbeoverstated.Vocabularyisthefoundationofeffectivecommunication,andastrongvocabularyenablesstudentstoexpresstheirthoughtsandunderstandthetextstheyread.Herearesomekeyreasonswhyvocabularyteachingiscrucial:1.Enhancedcomprehensionandfluency:Arichvocabularyallowsstudentstounderstandanduseawiderrangeoflanguage,leadingtoimprovedreadingcomprehensionandfluency.2.Academicsuccess:Vocabularyknowledgeisessentialforacademicsuccessinvarioussubjects,asithelpsstudentstoreadandwriteeffectively.3.Criticalthinkingandcommunication:Adiversevocabularyenablesstudentstoexpresstheirthoughtsmoreprecisely,whichfosterscriticalthinkingandeffectivecommunicationskills.Toeffectivelyincorporatevocabularylearningintotheirlessons,teacherscanadoptthefollowingstrategies:1.Introducenewvocabularyincontext:Presentnewwordswithinthecontextofatextorsituation,helpingstudentstounderstandtheword’smeaningandusage.2.Usedifferentteachingmethods:Employavarietyofteachingmethods,suchasgames,songs,andvisualaids,toengagestudentsandmakevocabularylearningfunandinteractive.3.Encourageactivelearning:Encouragestudentstousenewvocabularyinsentencesanddiscussions,promotingactivelearningandretention.Strategiesforin-classandout-of-classactivities:In-classactivities:1.Wordwalls:Createawordwalldisplayingnewvocabularywordsforstudentstoreferencethroughoutthelesson.2.Vocabularygames:Usegameslike“SimonSays”or“WordBingo”toreinforcenewvocabulary.3.Groupactivities:Assignstudentstoworkinpairsorsmallgroupstocreatesentencesusingnewvocabularywords.Out-of-classactivities:1.Vocabularyjournals:Encouragestudentstokeepajournalwheretheywritesentencesusingnewvocabularywordstheyencounterintheirdailylives.2.Readingassignments:Assignreadingmaterialsthatincludenewvocabularywords,andhavestudentscompleteavocabularyworksheetorquiz.3.Vocabularyapps:Recommendvocabularyappsthatstudentscanusetopracticenewwordsontheirown.Byincorporatingthesestrategiesandactivities,teacherscanhelpstudentsdevelopastrongvocabularyandimprovetheirlanguageskills,whichwillhavealastingimpactontheiracademicandpersonallives.三、教学情境分析题（30分）PartIII:TeachingSituationAnalysis(Total1Question;30Points)Scenario:ImagineyouareteachingahighschoolclassonShakespeare’sRomeoandJuliet.ThestudentshavejustfinishedreadingAct3,Scene1,whereTybaltkillsMercutioandRomeosubsequentlykillsTybaltinafitofrage.Younoticethatsomestudentsarehavingdifficultyunderstandingthemotivationsbehindthecharacters’actionsandthesignificanceofthisscenewithinthecontextoftheplay.Question:Designalessonplanaimedathelpingstudentsunderstandthemotivationsbehindthecharacters’actionsinAct3,Scene1,andthebroaderimplicationsofthisscenewithintheplay.Yourlessonshouldinclude:Anintroductiontothesocialandhistoricalcontextrelevanttothescene.Adiscussionactivitythatencouragesstudentstoanalyzethecharacters’motivations.Awritingassignmentthatrequiresstudentstoreflectonthesignificanceofthesceneinrelationtothethemeofconflict.Pleaseoutlinethelessonplanwithclearobjectives,activities,andassessmentmethods.ModelAnswer:LessonPlan:AnalyzingMotivationsandThemesinAct3,Scene1ofRomeoandJulietObjective:Studentswillbeabletoidentifyandexplainthemotivationsbehindthecharacters’actionsinAct3,Scene1,anddiscussthesignificanceofthissceneinrelationtothethemeofconflictinRomeoandJuliet.MaterialsNeeded:ExcerptsfromAct3,Scene1ofRomeoandJuliet.HistoricalbackgroundinformationonElizabethanEnglandandtheroleofhonorandrevengeinsociety.Handoutwithguidingquestionsfordiscussion.Writingpromptforreflectiveessay.Procedure:1.Introduction(15minutes):BrieflyintroducethesocialandhistoricalcontextofElizabethanEngland,emphasizingtheimportanceofhonorandtheconceptofrevengeduringthisperiod.ProvideexcerptsorsummariesofscenesleadinguptoAct3,Scene1torefreshstudents’memoriesabouttherelationshipsbetweencharactersandtheeventsthatprecipitatethefatalconfrontation.2.DiscussionActivity(25minutes):Dividetheclassintosmallgroupsanddistributehandoutscontainingguidingquestionssuchas:WhataretheimmediatecausesofthefightbetweenTybaltandMercutio?HowdoesRomeo’sinitialreactiontotheconflictreflecthischaracter?WhydoesRomeokillTybalt?IsitsolelyoutofrevengeforMercutio?Allowtimeforeachgrouptodiscussthesequestions,thenreconveneasaclasstoshareinsightsandreachaconsensusonthemotivationsofthecharactersinvolved.3.WritingAssignment(30minutes):AssignareflectiveessaywherestudentsmustwriteaboutthebroaderimplicationsoftheeventsinAct3,Scene1.TheyshouldconsiderhowthisscenecontributestotheoverallthemeofconflictanditsconsequencesinRomeoandJuliet.Encouragethemtousetextualevidencetosupporttheirargumentsandtodrawconnectionsbetweenthesceneandtheplay’sexplorationoflove,loyalty,andviolence.Assessment:Evaluatestudentparticipationinthegroupdiscussionsbasedonengagementandthequalityofcontributions.Gradethereflectiveessaysaccordingtoarubricthatassessesclarityofargument,useoftextualevidence,anddepthofanalysis.Analysis:Thislessonplanintegratesbothcollaborativelearningthroughgroupdiscussionsandindividualreflectionthroughwrittenwork.Byfocusingonthemotivationsofcharactersandthebroaderthemesoftheplay,studentsareencouragedtoengagedeeplywiththetext.ThecombinationofhistoricalcontextandliteraryanalysisprovidesacomprehensiveapproachtounderstandingRomeoandJuliet,enhancingstudents’appreciationofShakespeare’sworkanddevelopingcriticalthinkingskills.四、教学设计题（40分）Question:

DesignalessonplanforahighschoolEnglishclassfocusingonthethemeof“CulturalDifferences”.ThelessonshouldbesuitableforstudentsinGrade10.Thelessonshouldincludethefollowingcomponents:warm-upactivity,maincontent,activities,andassessment.Thedurationofthelessonis50minutes.Warm-upActivity(5minutes):Studentswillbegivenalistofwordsrelatedtodifferentcultures(e.g.,sushi,pizza,tea,coffee).Theyneedtoquicklymatcheachwordwithitscorrespondingculture.Theteacherwillaskafewstudentstoexplaintheirchoices.MainContent(25minutes):Introducethetopic“CulturalDifferences”byshowingashortvideoclipaboutdifferentculturalpracticesaroundtheworld.Discussthevideowithstudentsandhighlightkeyculturaldifferenc