教师资格考试初中学科知识与教学能力英语试卷及答案指导

教师资格考试初中英语学科知识与教学能力复习试卷及答案指导一、单项选择题（本大题有30小题，每小题2分，共60分）1.WhichofthefollowinggrammaticalstructuresdoesNOTtypicallyappearininformallanguageamongteenagers?A.Useoffirst-personsingularsubjectpronouns(“I”)only.B.Useofsecond-personsingularsubjects(“You”)foraddressingothers.C.Useofsingle-wordabbreviationsfornamesofmonths(“Abbr.”)anddaysoftheweek(“Abbr.”).D.Slightmodulationinthestandardsubject-verbagreement(e.g.,“Someofmyfriendsaregonnacome”).Answer:AExplanation:Ininformallanguage,teenagersoftenusefirst-personpluralpronouns(“us,”“we”)evenwhentheyarespeakingaloneorreferringtothemselvespersonally.Thisisbecausethe“we”formismoreinclusiveandalignedwiththecasual,group-friendlynatureofthecommunicationstyle.Theotheroptionslistedareindeedcommonininformalcontexts,asteenagersfrequentlyengageinallofthelinguisticpracticeslisted(B,C,andD).2.WhichofthefollowingdoesNOTtypicallycomprisethecomponentsofinstructioninanIntegratedUKSecondaryEnglishLanguageArtscurriculum?A.ReadingskillsdevelopmentB.ListeningskillsdevelopmentC.Phonetically-basedspellinginstructionD.GrammarinstructionandwritingskillsdevelopmentAnswer:CExplanation:TheEnglishLanguageArtscurriculumintheUK,especiallyinexam-focusedsecondary(ages11-16)andkeystage3settings,iscommonlybasedonaholisticlanguageskillsapproach.Thisincludeslistening,speaking,reading,andwritingskills(thefourcoreskills).Grammarisgenerallynottaughtthroughphonetically-basedspellinginstruction(asinsomeU.S.approaches),butratherinacontextualizedmannerwithinthefourskills.Studentslearngrammarinrelationtoreadingpassages,listeningactivities,andwritingpractices.Phonetic-basedspellinginstructionisprevalentinPrimaryEducation(ages5-11),orasdedicatedfeaturesinsomespecializedlanguagelearningpaths.3.下列句子中，动词的用法正确的是：A.Theboyissingingasongonthestage.（男孩在舞台上唱一首歌。）B.Shespenttwohourstofinishherhomework.（她花了两个小时完成作业。）C.Iboughtanewshirtyesterdayfor$50.（我昨天花了五十美元买件新衬衫。）D.Hecamebackafterthreedaysofplay.（他在玩了三天后回来了。）答案：A解析：A选项中的动词使用正确，其他选项存在语法错误。B选项中的“spend”应搭配“in”表示花费时间，而不是使用“to”；C选项的过去时态表达不准确，“bought”前面不需要加“for”；D选项的时态不准确，“comeback”应该是一般过去时态。4题：考查学生对初中英语词汇和语境理解的能力。4.阅读以下句子，空格处最合适的单词是：Theteacher_______thestudents’reportsandmadesomecommentsontheirprogress.A.reviewedB.correctedC.wroteD.readaloud答案：A解析：根据语境，“老师检查了学生的报告并对他们的进步进行了一些评论”，所以空格处最合适的单词是“review”（检查，审查）。其他选项如“corrected”（纠正）、“wrote”（写）、“readaloud”（大声朗读）都不符合句意。5.WhichofthefollowingisthemainpurposeoftheteachingplaninamiddleschoolEnglishclass?A.Toevaluatestudents’languageskillsB.ToteachstudentshowtouseEnglishinreallifeC.Toassessteachers’teachingabilitiesD.TopreparestudentsforthenextgradelevelAnswer:BExplanation:ThemainpurposeofateachingplaninamiddleschoolEnglishclassistoteachstudentshowtouseEnglishinreallife,notjusttoassesstheirlanguageskills(OptionA),evaluateteachers’abilities(OptionC),orpreparestudentsforthenextgradelevel(OptionD).6.Whichofthefollowingstrategiesismosteffectiveforhelpingstudentsdevelopreadingcomprehensionskills?A.TeachingstudentstoreadquicklywithoutthinkingaboutmeaningB.EncouragingstudentstoaskquestionswhilereadingC.MakingstudentsreadtextsthataretoodifficultforthemD.UsingvisualaidsinsteadoftexttoexplainnewvocabularyAnswer:BExplanation:Encouragingstudentstoaskquestionswhilereading(OptionB)isthemosteffectivestrategyforhelpingthemdevelopreadingcomprehensionskills.Askingquestionshelpsstudentsengagewiththetextanddeepentheirunderstanding.Teachingstudentstoreadquicklywithoutthinkingaboutmeaning(OptionA)canleadtopoorcomprehension.Makingstudentsreadtextsthataretoodifficultforthem(OptionC)canleadtofrustrationanddecreasedmotivation.Usingvisualaidsinsteadoftexttoexplainnewvocabulary(OptionD)cansupportreadingcomprehensionbutshouldnotbethesolemethod.7.Accordingtothephonologyrule,whichofthefollowingwordsisavalidEnglishword?schwaglischschlepschlipAnswer:A)schwa解析：Thephonologyrulereferstotherulesgoverningthesoundsinalanguage.“schwa”isacommonsoundinEnglish,representedbytheletter“o”insomewordslike“go,”“so,”and“do.”8.Whatisthefunctionofanadverbinasentence?TomodifyaverbToprovideadditionalinformationaboutasubjectToansweraquestionaboutthesentence’smeaningToindicatethespeaker’sattitudetowardsthesubjectAnswer:A)Tomodifyaverb解析：Adverbsarewordsthatmodifyordescribeverbs,adjectives,otheradverbs,orevenentiresentences.Forexample,inthesentence“Shesingsbeautifully,”“beautifully”isanadverbthatmodifiestheverb“sings.”9、Whichofthefollowingisakeycomponentoftheteachingmodelthatemphasizesthedevelopmentofcriticalthinkingskillsinstudents?

A)Questioningstrategies

B)Directinstruction

C)Cooperativelearning

D)Constructivistapproach答案：A)Questioningstrategies解析：教学模型强调发展学生的批判性思维能力时，提问策略是一个关键组件。提问策略鼓励学生进行深入思考和分析，有助于发展批判性思维。直接教学、合作学习和建构主义方法虽然也有助于教学，但不是专门针对培养批判性思维的成分。10、Whenplanningalessonontheverb‘tobe,’whichofthefollowingactivitieswouldbestcatertodifferentlearningstylesintheclassroom?

A)Aworksheetwithmultiplechoicequestions

B)Alectureexplainingthedifferentformsoftheverb

C)Adramaperformancedepictingvarioustensesoftheverb

D)Agroupdiscussiononusingtheverb‘tobe’insentences答案：C)Adramaperformancedepictingvarioustensesoftheverb解析：对于不同的学习风格，戏剧表演是一个很好的选择，因为它可以涵盖视觉学习者（了解各种时态）、身体学习者（通过表现进行学习）和人际学习者（与其他学生合作）。多选题worksheet主要适合视觉和分析学习者，讲座更多适合听觉学习者，而小组讨论更适合人际学习者。但戏剧表演是结合了多种学习方式的活动。11、Question:

Inasentencestartingwithasubordinatingconjunction,whichclauseistypicallyinthesubjectposition?A.Inthetaxiduringrushhour.B.Whenthedogbarkedloudly.C.That’sthebesticecreamI’veeverhad.D.Beforeyougoout,donotforgettoturnoffthelights.Answer:BExplanation:Whenasentencebeginswithasubordinatingconjunction(suchas“when,”“because,”“although,”etc.),theclausethatfollowsisusuallythesubjectclause.Thesubjectclausefunctionsasthesubjectofthesentence.InoptionB,“Whenthedogbarkedloudly”introducesasubordinatingclausethattakesthesubjectpositioninthesentence,whichistypically“Thedog,”althoughit’snotexplicitlyshown.Theclauseanswerswhenthedogcarriedouttheactionofbarking.12、Question:

Inwhichpartofspeechdoesthewordthusgenerallyactinthefollowingsentence?

Therefore,itwastheirresponsibilitytomakethedecision,andthustheybeganthebusiness.A.VerbB.AdjectiveC.AdverbD.PronounAnswer:CExplanation:Theword“thus”,intheexampleprovided,functionsasanadverb(optionC).Adverbsarewordsthatmodifyverbs,adjectives,orotheradverbs,andtheyoftenprovideinformationaboutmannerorthewayanactionisperformed.Inthegivensentence,“thus”introducesaresult,indicatingthemannerorwayinwhichthebusinessstartedduetothedecisionbeingmade.Thus,itservestoexpressthewaytheactionofstartingthebusinessoccurredastheresultofthedecision.13.WhichofthefollowingisacorrectstatementaboutEnglishsentencestructure?A.AllEnglishsentencesfollowthesamepattern.B.Englishsentencescanhavevarioussentencestructures.C.Englishsentencesalwayshaveasimplesubject-verbstructure.D.Englishsentencesdonotrequirecomplexsentencestructuresforeffectivecommunication.【答案】B【解析】正确表述是关于英语句子结构的。在英语中，句子确实有多种结构，包括简单句、并列句和复合句等。因此，选项B正确，表示英语句子可以有不同的结构。而其他选项表述不准确或过于简化。14.WhichofthefollowingisNOTateachingtechniquecommonlyusedinEnglishlanguageinstruction?A.Role-playingactivities.B.Grammartranslationmethod.C.Directinstructionwithoutstudentparticipation.D.Interactivewhiteboardusageforvocabularylessons.【答案】C【解析】本题目考查的是英语教学中不常用的教学方法。角色扮演活动、语法翻译法和交互式白板用于词汇课都是常见的教学方法。然而，直接指令而不让学生参与是一种过时的、效果有限的教学方法，不是英语教学中常用的技巧。因此，选项C是不常用的教学方法。请注意，以上试题、答案及解析是依据相关学科知识和教育测试出题标准创作的，仅供您参考和使用。15.ThemainpurposeoftheprimaryEnglishlanguagetestisto:A.ToassesstheteachingabilitiesofteachersB.ToevaluatetheEnglishproficiencyofstudentsC.TomeasuretheknowledgeofEnglishgrammarandvocabularyD.TodeterminetheteachingcontentandmethodsformiddleschoolEnglishclassroomsAnswer:AExplanation:TheprimaryEnglishlanguagetestisdesignedtoassessteachers’abilitiesinteachingEnglish,nottoevaluatestudents’Englishproficiencyortodeterminespecificteachingcontentandmethods.Therefore,optionAisthecorrectanswer.16.WhichofthefollowingisNOToneofthecorecompetenciestestedinthemiddleschoolEnglishsubjectknowledgeandteachingabilitytest?A.KnowledgeofEnglishlanguagestructureandphoneticsB.UnderstandingofmiddleschoolEnglishcurriculumstandardsC.SkillsincreatingandimplementingEnglishlessonplansD.ProficiencyinusingmoderntechnologytoenhanceEnglishteachingAnswer:CExplanation:WhileskillsincreatingandimplementingEnglishlessonplansareimportantforteachers,theyarenotthemainfocusofthemiddleschoolEnglishsubjectknowledgeandteachingabilitytest.ThetestismoreconcernedwiththeknowledgeofEnglishlanguagestructure,phonetics,curriculumstandards,andtheuseofmoderntechnologytoenhanceteaching.Therefore,optionCisNOToneofthecorecompetenciestestedinthetest.17.AccordingtotheAmericanEducationalResearchAssociation,thehighestlevelofteachercertificationis_______.A.Grade12B.Grade6C.Grade8D.Grade5

Answer:B(Grade6)

Explanation:ThehighestlevelofteachercertificationintheUnitedStatesistheMasterofEducation(MEd)degree,whichistypicallyrequiredforteacherstoworkatthegradelevelofGrade6orabove.18.Inasentence,writeanexampleoffigurativelanguageusedinapoem.A.Thesunroseslowlyoverthehorizon.B.Theskywaspaintedwithhuesofpinkandorange.C.Hereyessparkledwithjoy.D.Hisvoiceechoedthroughtheemptyhall.

Answer:C(Metaphor)

Explanation:Metaphorsarefiguresofspeechthatcomparetwothingsthatarenotalikeinordertocreateavividimageinthereader’smind.Inthissentence,“hereyessparkledwithjoy”usesametaphortodescribetheexpressiononsomeone’sface.19.选择题：在初中英语教学中，培养学生批判性思维能力的最佳方法是：A.允许学生对课文内容提出质疑和挑战。B.仅教授学生书面英语而忽略口语交流。C.通过大量听力练习来提高学生的英语水平。D.让学生阅读大量的英文书籍，但并不要求他们分析或讨论。答案：A解析：批判性思维是指评估、分析和推理信息的能力，从而做出合理的判断和决策。在英语教学中，鼓励学生对课文内容提出质疑和挑战可以有效地培养他们的批判性思维能力。这种做法可以促使学生进行深入思考，并学会批判性地分析不同观点和论点。20.选择题：在初中英语课堂中，下列哪项策略最有助于提高学生的语言实际应用能力？A.让学生在一个完全英语的环境中学习和交流。B.通过口头报告和讨论来提升学生的语言表达能力。C.仅教授语法规则和词汇而不进行任何形式的语言实践。D.让学生通过大量的阅读理解练习来提高他们的阅读速度。答案：B解析：学生的语言实际应用能力是由他们在语言的实际使用中获得的经验所决定的。通过口头报告和讨论，学生可以有机会在课堂上表达自己的想法，并且能够听到和回应同伴的观点。这样的互动不仅促进了语言的实际应用，还有助于学生发展公共演讲技巧、听力理解和社交交流技巧。而仅教授语法规则和词汇而不进行语言实践（选项C）或仅通过阅读理解练习（选项D）来提高阅读速度，则无法有效地提高学生的语言实际应用能力。21、WhichofthefollowingisNOTatypicalfeatureofcommunicativelanguageteaching(CLT)?EmphasisonfluencyoveraccuracyFocusonthegrammaticalstructuresinisolationMeaningfulandauthenticcommunicationtasksLearnerautonomyandstudent-centeredlearningAnswer:B解析:Communicativelanguageteaching(CLT)emphasizescommunicationastheprimarygoaloflanguagelearning.Itprioritizesfluencyandmeaningovergrammaticalaccuracyinisolatedcontextsandinvolvesauthentictasksandlearnerautonomy.22、“Whenhearrived,hisparents______himwarmly.”Thebestwordtofilltheblankis:greetedgreetwillgreetwouldgreetAnswer:A解析:Thesentencedescribesapastevent,sothecorrectverbtenseisthesimplepasttense.“Greeted”isthepasttenseof“greet”.23.Whenyourefertoapersonorthingthathasbeenmentionedashorttimeago,youaremakinguseoftheEnglishgrammaticalfeaturecalled__________.A.ReferenceB.RelativeClauseC.AppositionD.EmphaticClause

Answer:A.“Reference”referstotheuseofpronounsornounphrasesthatreferbacktoanounorideapreviouslymentionedinthediscourse.ThisiscommonlyusedinEnglishasawaytoavoidrepetition.ThecorrectanswerisA.24.Theactionverb“tobreak”inthesentence,“Pleasedon’tbreakthevase.”isanexampleofaverbin______.A.BaseFormB.PastSimpleC.PastParticipleD.PresentIndicative

Answer:C.InEnglishgrammar,thebaseformofaverbistheinfinitiveformwithoutthe“to”.Thepastsimpleformisthesimplepasttense.Thepastparticipleformisusedinperfecttensesandpassivevoice.Thepresentindicativeisthesimplepresenttense.Theverb“break”inthesentenceisinthepastparticipleform.ThecorrectanswerisC.25、Theword“divergent”iscommonlyassociatedwithwhichconceptinEnglishlanguageteaching?A.收敛的B.发散的C.统一的D.固定的答案：B.发散的解析：“Divergent”一词在英语教学中常与“发散的”这一概念联系在一起，特别是在讨论思维或教学方法时。因此，正确答案为B。26、WhichofthefollowingtechniquesinteachingEnglishasaforeignlanguageeffectivelyencouragesstudentstoparticipateactivelyinclass?A.语法翻译法B.直接教学法C.交际教学法D.传统讲授法答案：C.交际教学法解析：交际教学法强调学生的语言使用和交流能力，通过角色扮演、小组讨论等活动鼓励学生积极参与课堂，因此是有效鼓励学生在课堂上积极参与的教学方法。其他选项如语法翻译法、直接教学法和传统讲授法更多地侧重于语言知识的单向传授，不太注重学生的积极参与。27.ThemainpurposeoftheprimaryEnglishlanguageartscurriculumistodevelopstudents’abilityto:A.SpeakEnglishfluentlyB.ReadandwriteeffectivelyC.ListenandunderstandspokenEnglishD.AlloftheaboveAnswer:DExplanation:TheprimaryEnglishlanguageartscurriculumaimstodevelopstudents’abilitiesinspeaking,reading,writing,andlistening.ItseekstoensurethatstudentsareproficientinusingEnglishinvariouscontexts,thusenablingthemtocommunicateeffectively,readandwritecomprehensively,andunderstandspokenEnglish.28.WhichofthefollowingisNOToneofthecorecompetenciesexpectedtobedevelopedthroughthestudyofEnglishlanguagearts?A.CriticalthinkingB.CulturalawarenessC.InformationtechnologyskillsD.CommunicationskillsAnswer:CExplanation:Whileinformationtechnologyskillsareimportantinthemodernworld,theyarenotacorecompetencyexpectedtobedevelopedprimarilythroughthestudyofEnglishlanguagearts.Instead,Englishlanguageartsfocusonimprovingstudents’languageabilities,criticalthinking,culturalawareness,andcommunicationskills.29.WhichofthefollowingisNOTafeatureofphonics?

A)Teachingphonemicsoundsandtheircorrespondinglettersorsymbols.

B)Focusingonspellingrulesandvocabularymemorization.

C)Introducingnewwordsthroughrepetitionandpractice.

D)Teachinggrammarandsentencestructure.

Answer:D)Teachinggrammarandsentencestructure.(Phonicsmainlyfocusesonthesoundofaword,notitsgrammarorsentencestructure.)30.Howdoestheteacherensurethatallstudentsintheclassunderstandthematerialbeingtaught?

A)Bygivingeveryonethesameamountoftimetocompletetheassignment.

B)Byusingdifferentteachingmethodsforeachstudentbasedontheirlearningstyle.

C)Byprovidingextrahelptostudentswhoarestrugglingwiththematerial.

D)Bymakingthelessontooeasyortoodifficultforanystudentsintheclass.

Answer:B)Byusingdifferentteachingmethodsforeachstudentbasedontheirlearningstyle.(Differentteachingmethodscanhelpcatertothediverseneedsandlearningstylesofstudentsintheclass,ensuringthateveryoneunderstandsthematerialbeingtaught.)二、简答题（20分）题目：请简述在初中英语教学中如何通过有效的课程设计提高学生的语言能力。答案：在初中英语教学中，通过有效的课程设计提高学生的语言能力是至关重要的。以下是一些关键步骤：1.了解学生需求和兴趣：首先，教师应该通过各种方法了解学生的语言水平、兴趣和需求。这样可以设计出更加个性化和吸引学生的课程内容。2.确定具体教学目标：教师应该根据学生的需求和学习目标来设定课程的具体目标。这些目标应该具体、可衡量、可实现、相关性强，并且有时间限制（SMART原则）。3.使用多模态教学资源：利用图像、声音、视频、动画等教学资源，以及真实生活场景，帮助学生更好地理解语言材料，并增加语言实践的机会。4.整合听说读写练习：课程设计中应包含听说读写的综合练习，这样不仅能提高学生的语言技能，还能够帮助学生在各种情境中使用英语。5.实施合作学习活动：通过小组合作学习，学生可以互相学习和帮助，提高沟通能力和团队合作能力。6.提供及时反馈：教师应该在教学中给予学生及时反馈，帮助他们理解自己的学习进展，并及时改正错误。7.培养学生的批判性思维：通过讨论和分析不同的观点和材料，鼓励学生进行批判性思考，提高他们的分析能力和创造能力。8.鼓励学生自主学习：培养学生的自主学习能力，让他们能够独立探索新语言和词汇，并解决问题。通过以上步骤，教师可以创建一个全面、互动的课程设计，提高学生的英语语言能力。解析：提高学生的语言能力需要在课程设计中考虑到学生的需求和兴趣，设置明确的教学目标，利用多种教学资源，进行综合语言技能的练习，实施合作学习活动，提供及时反馈，培养学生批判性思维，以及鼓励他们进行自主学习。这些策略的有机结合能够帮助学生更有效地学习和应用英语。三、教学情境分析题（30分）1.请根据以下情境分析，设计一套合理的教学方案:情境：你是七年级一班的初中英语教师，在教学《AVisittotheMuseum》这篇阅读兼习作文章时，你发现大部分学生在理解人物的动机和作者表达的主题方面存在理解障碍。学生抱怨文章太长，词汇量大，也缺乏兴趣。你们班有部分学生是对博物馆内容感兴趣，但缺乏词汇和语言表达能力。设计要点:教学目标应包括理解文章内容，概括人物动机，理解作者态度和主题，并能灵活运用所学语言进行表达。教学方案应考虑学生的课题学习现状和兴趣，采用合适的教学方法和教学活动，激发学生的学习兴趣，帮助他们理解文章内容，提升阅读理解能力和写作能力。参考答案：教学方案：第一阶段：激发兴趣，预热气氛（10分钟）1.展示几张博物馆馆藏品图片，引导学生谈谈他们对博物馆的了解和感受。2.使用短视频或配音，介绍博物馆的种类和文化历史，吸引学生注意力，激发他们对阅读的兴趣。第二阶段：精准阅读，理解文本（20分钟）1.分小组阅读故事，并根据提示进行予測阅读，引导学生预设文章内容和人物塑造，预测文章主题。2.利用图片、图示、关键词等辅助工具，帮助学生理解文章大意，梳理文本信息，并明确人物动机、作者态度和主题表达。3.进行小组讨论，针对关键段落和人物描写进行分析，引导学生进行深度理解，提高阅读comprehension能力。第三阶段：运用语言，表达思考（15分钟）1.根据理解的文本内容，将学生分组进行角色扮演，让学生模拟文中人物的对话，体验人物内心活动和角色扮演，加深角色理解。2.简述文章内容并表达个人感悟，鼓励学生结合生活经验和文化背景进行思考，形成自己的观点和评价。3.进行写作练习，例如：写一封给作者的信，表达对故事的感受，或者写一篇关于博物馆的游记，结合读文本进行拓展。第四阶段：巩固拓展，诊断提升（15分钟）1.通过问答、填空、造句等形式，测试学生的理解程度，查缺补漏，巩固所学知识。2.引导学生进行课后反思，分析自己的阅读习惯和学习策略，为下一节课的学习做好准备。解析：该教学情境旨在考察教师如何面对学生实际学习难题，结合学生兴趣，根据教材特点，设计合适的教学方案。优良的教学方案应：引入手焉：激发学生学习兴趣并有效预热课堂，例如展示博物馆图片，使用短视频等。精准突破：针对学生理解障碍，精心设计活动的难度和内容，例如预测阅读、分小组讨论等。多元互动：采用丰富多样的教学活动，激发学生主动参与，例如角色扮演，写作练习等。高效评价：采用多种形式进行及时反馈和诊断，为学生和教师优化教学提供依据。完整的教学方案还需要考虑具体的教学时间、教辅材料等要素。四、教学设计题（40分）InstructionDesignTaskTeachingTopic:GrammarLesson:comparativeandsuperlativeadjectivesGradeLevel:Grade7Duration:45minutesTeachingObjectives:1.Bytheendofthelesson,studentswillbeabletoidentifyandusecomparativeandsuperlativeformsofadjectivescorrectlyinsentences.2.Studentswillbeabletodifferentiatebetweencomparativeandsuperlativeadjectivesandunderstandtheiruses.3.Thestudentswilldevelopadeeperunderstandingofcomparativeandsuperlativeadjectivesthroughvariedactivitiesandinteractions.MaterialsNeeded:ProjectorandscreenChartpaperandmarkersHandoutswithexercisesStickynotesEnglishdictionaryTeachingProcedures:Warm-upActivity:Visualization1.Begintheclasswithastorypresentingtwocharacters.2.Askthestudentstodescribethecharactersusingadjectives.Aimtoelicitadjectiveslike“happy,sad,”whichareeasytocompare.3.Writetheadjectivesontheboardandtheninvitethestudentstovoiceouttheiropinionsonwhoishappierorsadder.IntroductionandExplanation:4.Introducetheconceptofcomparativeandsuperlativeadjectivesbyshowingthemontheboard,explainingtheirmeanings,andprovidingexamples.5.Usephrasessuchas“twoormorepeopleorthings”and“onepersonorthing”forcomparativeandsuperlativerespectively.6.Writethesephrasesinboldtovisuallyaidtheexplanation.GuidedPractice:7.Showtheclasshowtoformcomparativeandsuperlativeadjectives.Usethebaseformofanadjective(e.g.,“happy”)tocreatethecomparativeandsuperlativeforms(e.g.,“happier,happiest”).8.Letstudentspracticebywritingcomparativeandsuperlativeformsofgivenadjectivesontheirdeskorusingstickynotesontheboard.InteractiveActivity:9.Dividethestudentsintopairs.Giveeachpairasetofadjectivesforsentences:forexample,“happy,unhappy”.Ensurerangeofadjectivesthatallowcomparison.

10.Havestudentswritesentencescomparingthepairs,thenswap