教师资格证《英语学科知识与能力(高级中学)》真题及答案

教师资格证《英语学科知识与能力(高级中学)》真题及答案年中小

学教师资格考试真题试卷

《英语学科知识与教学能力》（高级中学）（满分150分）

—、单项选择题（本大题共30小题，每小题2分，共60分）在每小题列出的四个备选项中选择一个最佳答案。

1. Excellent novels are those which ____ national and cultural barriers.

A. transcend

B. traverse

C. suppress

D. surpass

1.A 【解析】考查动词辨析。句意为“优秀的小说是会跨越民族和文化的障碍的”。A,B两项与C,D两项均为形近词辨析。transcend“胜过，超越”，常用搭配是transcend national barriers超越国界；traverse “横越，穿过”，traverse the grassland穿越草地；suppress“抑制，镇压”；surpass“优于，超过”。所以正确答案为A。

2. As Alice believed him to be a man of integrity, she refused to consider the possibility that his statement was＿＿．

A. irrelevant

B. facetious

C. fictitious

D. illogical

2.C 【解析】考查形容词辨析。空格要填入的是一个形容词，修饰“他的陈述（his statement)”, 句意为“因为Alice相信他是一个正直的人，所以她不认为他的言论存在＿可能性”。as表示因果关系，前半句对“他”的描述是“正直的人”，后半句中refused表示否定，前后应该意思一致，因此空格应该表达和integrity相对的含义。irrelevant“不相干的，不切题的”,facetious“诙谐的，爱开玩笑的”，fictitious`嘘构的，编造的”，illogical“不合逻辑的，不合常理的”。所以正确答

案为C。

3. The girls are afraid that being friendly to strangers could be misinterpreted by their＿＿neighbours.

A. ever-present

B. ever-presented

C. ever-presenting

D. ever-presently

3.A 【解析】考查形容词的用法。句意为“女孩们担心对陌生人友善会被如影随形的邻居误解”。ever-present修饰名词，表示“时时存在的”，例如，“爱是永恒的”可翻译为love is ever--present。没有B和C这类搭配。形容词修饰名词，排除D选项。所以正确答案为A。

4. His presentation will show you ____ can be used in other contexts.

A. that you have observed

B. that how you have observed

C. how that you have observed

D. how what you have observed

4.D 【解析】考查从句。show sb sth结构，这里sth是how引导的宾语从句，宾语从句中缺主语，what引导的主语从句，翻译为“所……的”what作observe的宾语。句意为“他的发言将向你展示，你所观察到的如何被用于其他语境”。所以正确答案为D。

5. Many students start each term with an award check, but by the time books are bought, food is paid for, and a bit of social life ＿＿, it looks rather emaciated.

A. lives

B. lived

C. was lived

D. has lived

5.B 【解析】考查省略。句中出现了三个并列结构：books are bought, food is paid for, and a bit of social lif。e一般情况下，谓语动词是不可

省略的，如果内容与其前所说的内容是并列关系，谓语动词为be时，则可以省略be动词。按照are brought, is paid和并列结构来看，这里应该填一般现在时的被动语态，排除C选项，live a life这里应该用被动，排除A,D，所以正确答案为B。句意为“很多学生在学期伊始有支票奖励，但在买了书和食物及社交花费之后，钱就变少了”。

6. Which of the following is correct in its use of punctuation标点?

A. The teacher asked, “Who said, …Give me liberty or give me death??”

B. The teacher asked, “Who said, …Give me liberty or give me death??”

C. The teacher asked, “Who said …Give me liberty or give me death?”?

D. Th e teacher asked, “Who said …Give me liberty or give me death??”

6.D 【解析】考查标点的用法。Who said后面是一句话，不用逗号隔开，排除A和B。引用语用双引号标出，如果引用语中又有引用语则用单引号。C和D区别在问号的位置，如果引语为疑问句的话问号要放双引号内，所以正确答案为D。

7. The pair of English phonemes音素_ differ in the place of articulation 发音部位.

A. /?/ and /?/

B. /θ/ and /e/

C. /d/ and /z/

D. /m/ and /n/

7.D 【解析】考查音素的发音。[?][?]都属于Palatal（上9音）); *θ+[e]都属于Dental（齿音）);/d/ /z/属于Alveolar（齿龈音）；/m/属于Bilabial （双唇音），/n/属于Alveolar（齿龈音），发音部位不同。所以正确答案为D。

8. There are ＿consonant clusters辅音连缀in the sentence “B rian, I

appreciate beautiful scarf you brought me.”

A. two

B. three

C. four

D. five

8.D 【解析】考查辅音连缀。在同一个意群内，如果有两个或两个以上的辅音音素结合在一起，这种语音现象称为辅音连缀。辅音连缀出现在词首、词中和词尾。例如：Brian, I appreciate beautiful scarf you broughtme．该句子中下画线处辅音均构成辅音连缀，分别是［b］+［r］, ［p］+［r］, ［s］+［k］,［r］+［f］,［b］+［r］。其中［r］+［q］是词尾辅音连缀。

9. When saying “It?s noisy outside” to get someone to close the window, the speaker intends to perform a(n) ＿.

A. direct speech act

B. locutionary act

C. indirect speech act

D. perlocutionary act

9.C 【解析】考查言语行为理论。根据奥斯汀言语行为理论，说话者说话时可能同时实施三种行为：言内行为（locutionary act）是说出词、短语和分句的行为，它是通过句法、词汇和音位来表达字面意义的行为。言外行为（illocutionary act)是表达说话者的意图的行为，它是在说某些话时所实施的行为。言后行为（perlocutionary act)是通过某些话所实施的行为，或讲某些话所导致的行为，它是话语所产生的后果或所引起的变化，它是通过讲某些话所完成的行为。塞尔在奥斯汀言语行为理论的基础上，提出了间接言语行为理论。间接言语行为(indirect speech act）指的是通过一种言外行为间接地完成另外一种言外行为的情况。也就是说，交际者在实施间接言语行为时往往不直接

说出自己要说的话，而是凭借另外一种（常常是直接的）言语行为来间接地表达其用意。根据以上言语行为理论，说话者说“It’s noisy outside”的意图是嫌外面吵，想让听话者听到他的话语之后关上门，那么说话者完成的是言外行为，也是一种间接言语行为。故答案选C。

10. That a Japanese child adopted at birth by an American couple will grow up speaking English indicates ＿of human language.

A. duality

B. cultural transmission

C. arbitrariness

D. cognitive creativity

10.B 【解析】考查语言的本质特征。duality“二重性”：指语言的等级性，包括形位和音位；cultural transmission“文化传递性”：指语言要通过教学和学习才能获得；arbitrariness“任意性”：语言符号的形式与表示意义没有天然联系，语言音和义之间的任意性；cognitive creativity“认知创造性”。题干“日本小孩出生时被美国夫妇收养，长大后说英文”正是体现了语言的文化传递性。所以正确答案为B。

11. Fluent and appropriate language use requires knowledge of ＿and this suggests that we should teach lexical chunks rather than single words.

A. denotation

B. connotation

C. morphology

D. collocation

11.D 【解析】考查词汇教学。从传统的词汇学角度来讲，词义包括概念意义（denotative meaning）和关联意义（connotative meaning)。概念意义指的是词汇的字面意义，而关联意义指的是词汇的引申意义，通常会附加情感在其中。根据题干，表明我们应该进行词块教学而非单个词汇，而词块教学指的是学习单词是应该注意搭配，例如

decrease to, decrease by分别意为“下降到”和“下降了”，可以判断出流利准确的语言要求具备搭配知识，故选D。

12. “Underlining all the past form verbs in the dialogue” is a typical exercise focusing on ＿.

A. use

B.form

C. meaning

D. function

12.B 【解析】考查语法教学。题干的意思是“标出对话中所有的过去式”是一种注重什么的典型练习。过去式属于语法教学内容中的语言的形式，故选B。

13. Which of the following activities may be more appropriate to help students practice a new structure immediately after presentation in class?

A. Role play.

B. Group discussion.

C. Pattern drill.

D. Written homework.

13.C 【解析】考查语法教学。题干的意思是下列哪个活动更适合帮助学生在学习后立即练习新的语法结构。A项是角色扮演，B项是小组讨论，C项是句型练习，D项是书写作业。四项相比，句型练习更适合新知呈现后的语法教学模型的练习部分，A, B项可以放在产出部分，故选C。

14. When teaching students how to give appropriate responses to a congratulation or an apology, the teacher is probably teaching at ＿.

A. lexical level

B. sentence level

C. grammatical level

D. discourse level

14.D 【解析】考查语篇教学。题干的意思是当教授学生如何对祝贺

和道歉进行合适的回应时，老师可以从哪个层次进行教学。A项是词汇层次，B项是句式层次，C项是语法层次，D项是话语（语篇）层次。祝贺和道歉属于交流，是语言功能的运用，通过话语层次教学，可以有利于学生经历真实语境，提高语言运用的准确性。故选D。15. Which of the following activities can help develop the skill of listening for gist?

A. Listen and find out where Jim lives.

B. Listen and decide on the best title for the passage.

C. Listen and underline the words the speaker stresses.

D. Listen to pairs of words and tell if they are the same.

15.B 【解析】考查听力教学。题干的意思是下列哪项活动可以帮助训练听取中心大意的技巧。A项指听文章找出吉姆住在哪里，B项指听文章选出最合适的题目，C项指听文章画出说话者强调的单词，D 项指听词，判断两个词是否一致。选项中只有B项是对文章大意的把握，其他为细节题，故选B。

16. When an EFL teacher asks his student “How do you know that the author like d the place since he did not tell us explicitly?”, he/she is helping students to reach ＿comprehension.

A. literal

B. appreciative

C. inferential

D. evaluative

16.C 【解析】考查阅读教学。题干的意思是外语教师问学生“作者没有明确告诉我们，如何判断出他喜欢这个地方”，老师是在帮助学生进行什么阅读。A项是字面阅读，B项是欣赏性阅读，C项是推断

性阅读，D项是评价性阅读，故选C。

17. Which of the following types of questions are mostly used for checking literal comprehension of the text?

A. Display questions.

B. Rhetorical questions.

C. Evaluation questions.

D. Referential questions.

17.A 【解析】考查课堂提问的形式。课文理解性问题一般分为三类：展示性问题（display questions)、参阅性问题（referential questions）和评估性问题(evaluation questions)。其中，展示性问题通常被用来检测学生对课文内容的理解程度，就课文中的字词句或者某个重要的细节向学生发问。这种问题的答案通常是唯一的，教师预先知道，学生只需凭借表层理解或是查找课文便能找到的。题干意思是下列哪种类型的问题常用于检查对文章字面意思的理解。故选A。

18. Which of the following is a typical feature of informal writing?

A. A well-organized structure is preferred.

B. Short and incomplete sentences are common.

C. Technical terms and definitions are required.

D. A wide range of vocabulary and structural patterns are used.

18.B 【解析】考查写作类型。A项是结构清晰，B项是短句、半句很常见，C项是需要使用专业词汇，D项是使用大量不同的词汇和句式，A,C,D项是正式写作文体的特点，题干意思是下列哪项是非正式写作的典型特征。故选B。

19. Peer-editing during class is an important step of the ＿approach to

teaching writing.

A. genre-based

B. content-based

C. process-oriented

D. product-oriented

19.C 【解析】考查写作教学。写作教学分为重结果的写作、重内容的写作和重过程的写作。在重过程的写作中，修改（自改和互改）、校对和讨论是其过程的重要组成部分，题干意思是课堂上同桌互改的活动对于哪种模式的写作教学很重要。故选C。

20. Portfolios, daily reports and speech delivering are typical means of ＿.

A. norm-referenced test

B. criterion-referenced test

C. summative assessment

D. formative assessment

20.D 【解析】考查评价方式。题干意思是作品集、每日报告以及演讲是以下哪种的典型方法。A项是常模参照测试，主要用于选拔；B 项是标准参考测试，按照预先设计的标准，对考试结果进行比较；C 项是终结性评价，一般在学期或学年结束后进行，如期末考试、结业考试等；;D项是形成性评价，是对学生日常学习过程中的表现做出评估。作品集、报告和演讲都是日常活动，故选D。

请阅读Passage l,完成第21~25小题。

Passage l.

When the Viaduct de Millau opened in the south of France in 2004, this tallest bridge in the world won worldwide accolades. German newspapers described how it “floated above the clouds” with “elegance and

lightness” and “breathtaking” beauty. In France, papers praised the “immense” “concrete giant.” Was it mere coincidence that the Germans saw beauty where the French saw heft and power? Lera Borodisky thinks not. In a series of clever experiments guided by pointed questions, Boroditsky is amassing evidence that, yes, language shapes thought. The effect is powerful enough, she says, that “the private mental lives of speakers of different languages may differ dramatically,” not only when they are thinking in order to speak, “but in all manner of cognitive tasks,” including basic sensory perception. “Even a small fluke of grammar”—the gender of nouns—“can have an effect on how people think about things in the world,” she says.

As in that bridge, in German, the noun for bridge, Brucke, is feminine. In French, pont is masculine. German speakers saw prototypically female features; Frenchspeakers, masculine ones. Similarly, Germans describe keys (Schlussel) with words such as hard, heavy, jagged, and metal, while to Spaniards keys (llaves) are golden, intricate, little, and lovely. Guess which language construes key as masculine and which as feminine? Grammatical gender also shapes how we construe abstractions. In 85 percent of artistic depictions of death and victory, for instance, the idea is represented by a man if the noun is masculine and a woman if it is feminine, says Boroditsky. Germans tend to paint death as male, and Russians tend to paint it as female. Language even shapes what we see.

People have a better memory for colors if different shades have distinct names—not English?s light blue and dark blue, for instance, but Russian?s goluboy and sinly. Skeptics of the language-shapes-thought claim have argued that that?s a trivial finding, showing only that people remember what they saw in both a visual form and a verbal one, but not proving that they actually see the hues differently. In an ingenious experiment, however, Boroditsky and colleagues showed volunteers three color swatches and asked them which of the bottom two was the same as the top one. Native Russian speakers were faster than English speakers when the colors had distinct names, suggesting that having a name for something allows you to perceive it more sharply. Similarly, Korean uses one word for “in” when one object is in another snugly, and a different one when an object is in something loosely. Sure enough, Korean adults are better than English speakers at distinguishing tight fit from loose fit. Science has only scratched the surface of how language affects thought. In Russian, verb forms indicate whether the action was completed or not—as in “she ate [and finished] the pizza.” In Turkish, verbs indicate whether the action was observed or merely rumored. Boroditsky would love to run an experiment testing whether native Russian speakers are better than others at noticing if an action is completed, and if Turks have a heightened sensitivity to fact versus hearsay. Similarly, while English says “she broke the bowl” even if it smashed accidentally, Spanish and

Jap anese describe the same event more like “the bowl broke itself.” “When we show people video of the same event,” says Boroditsky, “English speakers remember whowas to blame even in an accident, but Spanish and Japanese speakers remember it less well than they do intentional actions. It raises questions about whether language affects even something as basic as how we construct our ideas of causality.” 21. Which of the following is closest in meaning to the underlined word “accolades” in PARAGRAPH ONE?

A. Praises.

B. Awards.

C. Support.

D. Gratitude.

22. What can be inferred from PARAGRAPH TWO?

A. Language does not shape thoughts in any significant way.

B. The relationship between language and thought is an age-old issue.

C. The language we speak determines how we think and see the world.

D. Whether language shapes thought needs to be empirically supported.

23. What is the role of the underlined part “As in that bridge” in PARAGRAPH THREE?

A. Reflecting on topics that appeal to the author and readers.

B. Introducing new evidence to what has been confirmed before.

C. Identifying the kinds of questions supported by the experiments.

D. Claiming that speakers of different languages differ dramatically.

24. Which of the following has nothing to do with the relationship between language and thought?

A. People remember what they saw both visually and verbally.

B. Language helps to shape what and how we perceive the world.

C. Grammar has an effect on how people think about things around us.

D. Science has only scratched the surface of how language affects thought.

25. Which of the following best represents the author?s argument in the passage?

A. The gender of nouns affects how people think about things in the world.

B. Germans and Frenchmen think differently about the Viaduct de Millau.

C. Language shapes our thoughts and affects our perception of the world.

D.There are different means of proving how language shapes our thoughts.

请阅读Passage 2.完成第26~30小题。

Passage 2

When American-born actor Michael Pena was a year old, his parents were deported. They had illegally walked across the U.S. border from Mexico and when they were caught by immigration authorities, they sent Pena and his brother to stay with relatives in the U.S. “It was qui te a bit of a gamble for my parents,” says Pena, “but they came back a year later.” Pena?s father, who had been a farmer in Mexico, got a job at a button factory in Chicago and, eventually, a green card. Pena stayed in Chicago

until, at 19, he fled to Los Angeles to pursue his acting dreams. This family history makes Pena?s latest role especially personal. In Cesar Chavez, Pena plays the labor leader as he struggles to organize immigrant California farm workers in the 1960s. To pressure growers to improve working conditions and wages, Chavez led a national boycott of table grapes that lasted from 1965 to 1970 and is recorded in the film. Chavez, like Pena, was the American-born son of Mexican farmers who immigrated to the U.S. “

He understands this duality, the feeling of being born in a place but having a very big idea of where your heritage comes from,” says the film director, Diego Luna. “This thing of having to go to school and learn in English and then go home to speak Spanish with your parents.”

As immigration policy is hotly debated on Capitol Hill this year, Luna and others who were involved with Cesar Chavez are hoping the movie will spark new support for reform and inspire American Latinos to get involved. “The message Chavez left was that change couldn?t happen without the masses being a part of their own change,” says Ferrera, a first generation Honduran American who plays the union leader?s wife Helen. Rosario Dawson, who co-founded the advocacy group V oto Latino, plays Chavez ally and labor leader Dolores Huerta.

Immigrant-rights issues in the U.S. have evolved substantially in the years since Chavez founded the United Farm Workers (UFW).

Undocumented workers now make up a far larger share of the agricultural workforce in California than they did in the 1960s, according to Miriam Pawel, author of The Crusades of Cesar Chavez, published the next month. Chavez was vehemently against illegal immigration, believing it made strikes difficult to execute and weakened the union. He initiated a program in the mid-1970s to locate undocumented farm workers and report them to immigration officials, Pawel writes. And despite his early victories, Chavez?s UFW union represents just a small part of those working on California farms today. “Chavez?s legacy is n ot in the field, which is sad,” says Pawel. Still, she says, his organizing strategies, featured extensively in Cesar Chavez, have been adopted by other activists, including those leading the modern immigrant-rights movement. Chavez's most important contribution may have been humanizing the Latino population for the American public. Farm laborers, many of whom barely spoke English, traveled across the country during the grape boycott, standing outside grocery stores to persuade housewives not to buy grapes and to spread the word about their plight. “They gave the boycott this very human face,” says Pawel. “It was families talking to other families,” says Luna. “It?s about the power we have just by being who we are.”

26. What has made Pena?s role as Chavez in the movie Cesar Chavez so distinctive?

A. His Mexican immigrant background.

B. His Awareness of his Mexican heritage.

C. His bilingual life at home and at school.

D. His status before legal registration in the US.

27. Whom does the underlined word “He” in PARAGRAPH TWO refer to?

A. Luna.

B. Pena.

C. Chavez.

D. Ferrera.

28. What did the film-makers want to achieve through the movie Cesar Chavez?

A. To report on immigration policy debates.

B. To stir immigration debates with a biopic.

C. To make known the achievements of Michael Pena.

D. To highlight the seeds of change within the masses involved.

29. Which of the following is closest in meaning to the underlined word "vehemently" in PARAGRAPH FOUR?

A. Emotionally.

B. Deliberately.

C. Strongly

D. Actively.

30. Which of the following may best summaries Chavez?s contribution in leading the Latino immigrant-rights movement?

A. The American public came to realize the power of change in the Latino community.

B. The modern immigrant-rights movement leaders knew how to organize their activities strategically.

C. The U.S. government knew how to locate undocumented farm workers and offer them official registration.

D. The Mexican farm workers could travel across the country during the grape boycott to share their sufferings.

二、简答题（本大题1小题，20分）根据题目要求完成下列任务，用中文作答。

31.某位高一英语教师组织了一个关于oil pollution的口语活动，学生们却对该活动没有兴趣，活动难以开展。请分析学生不感兴趣的两个主要原因（8分），并列举组织成功的口语活动应注意的三个主要事项。(12分)

31.【参考答案】学生不感兴趣的两个主要原因：

第一，口语话题本身具有一定难度性，选择的话题本身是陌生的，远离学生的实际生活，学生对油污染的背景知识、相关原因和影响并不了解。因此无法引起学生的学习兴趣。学生在完成任务的过程中，可能会遇到生词，难以表达。

第二，口语活动形式过于单一，学生缺少参与积极性，学生对执行任务的兴趣也会淡化。

第三，教师也没有进行必要的背景知识介绍，没有给予必要的词汇或者句式结构，没有给学生搭建有效的梯子，让学生感觉无从下手。应注意的三个主要事项：

第一，要符合口语活动设计原则。口语活动的人物与话题要有真实性和可操作性，必须能引起学生的兴趣，同时还应该贴近他们的生活、

学习经历与社会实际；话题的难度要符合学生的英语水平与能力；话题任务的安排要有梯度，不同的任务可以穿插进行，组织课堂教学。第二，设计丰富多彩的口语活动。例如，故事表演，话题辩论，采访活动和演讲等。教师应该广泛收集资料，尽可能设计不同类型、风格与要求的任务，应用于日常的课堂教学过程，使学生的创新精神与实践能力得到不断地培养与提高。

第三，口语活动要体现全员参与性。根据新课标，学生是课堂的主体，教师是参与者、组织者和引导者的角色。因此，教师要从学生“学”的角度设计出各种教学活动，使学生在完成各种任务的过程中逐步形成运用语言的能力。同时，口语活动要兼顾个性化发展和全员性参与，实现因材施教。

三、教学情境分析题（本大题1小题，30分）根据题目要求完成下列任务，用中文作答。

32．下面是某高中教师的课堂教学片段。

T: Just now we get to know many different sports, for example ... Ss: Weight-lifting, fencing, aerobics, triathlon, shooting ...

T: Great. Now, let?s think about this question: How many types can these sports be divided into?

Ss: (discuss with partners)

T: For example, football, tennis, table-tennis, they belong to ... Sl: Ball games.

T: Great. And then ... How about rings? Double bars? Which type of sports do they belong to?

Ss: (silent)

T: (write “gymnastics” on the blackboard) Now read after me ...

S2: Ms Xia, how to say “kua lan” in English? It is the honor of all our Chinese people.

T: Yeah, we really ought to know l10-hurdle race. By the way, which type do both running and l10-hurdle race belong to?

Ss: (silent)

T: Let me tell you, track and field sports. Read after me.

Ss: (read after the teacher)

T: Don?t forget the sp orts that are done in the water—the water sports. So what are the different types of sports we?ve learnt today?

Ss: Ball games, gymnastics, track and field and water games.

T: Excellent!

根据上面所给信息，从下列两个方面作答：

(1)该片段属于什么教学环节（6分）?其教学目的是什么？(6分)

(2)该片段存在哪两个主要问题（10分）?请提出相应的改进建议。（8分）

32. 【参考答案】(1)该教学片段属于新课讲授（Presentation）和练习（Practice）环节。新课呈现是新课教学中最重要的一环，目的是运用多种手段来创造情境与环境，介绍新的语言材料，指导学生理解

和掌握知识，传递教学信息。练习环节的目的是让学生在某一特定话题下，通过机械性练习即控制性及半控制性练习，不断强化某一或某些语言结构和词汇。

(2)问题一：新课教学环节的单词讲授过难：讲解的词汇需要注意学生的知识储备、认知能力和兴趣爱好。该教师在讲授单词的过程中，忽略了学生的知识储备，学生对新学的单词都不熟悉。改进建议：①课前一定熟悉明确学生的知识水平。②培养学生良好的学习习惯，进而拓宽词汇量。帮助学生学会如何正确使用词典，自觉积累词汇，及时复习。学生要常查字典，但不要一味地依赖词典，应指导学生尽可能利用上下文找线索来猜词，养成对记词汇的敏感性，注意习惯用法与固定搭配等用法，引导学生在语境中学习词汇。学生掌握了音标、构词法等，就能在较少的时间里掌握较多的词汇，并通过词缀、近似词等来扩大词汇量。教师还可以指导学生运用其他方法，如联想、观察、对比、分析法来学习词汇，变难为易，以便养成良好的学习习惯。问题二：教学方法单一：该片段中教师只利用词汇归纳的方式来呈现新的单词，方式过于单一。改进建议：展示词语意思的时候可以通过实物、动作、手势、定义、词汇信息（如近义词、反义词等）、上下文信息、表格、图表、翻译、间答、语义导图、信息填充等方式来进行。展示词语的结构和用法时可以通过例子、解释、同义词、反义词、上下文、问答、结构导图等方式进行。

四、教学设计题（本大题1小题，40分）根据提供的信息和语言素材设计教学方案，用英文作答。