2024年下半年教師資格考試初中英語學科知識與教學能力自測試卷與參考答案一、單項選擇題（本大題有30小題，每小題2分，共60分）WhichofthefollowingisNOTaskillthatistypicallyassessedinaTeacherQualificationExaminationforEnglishLanguageTeachinginjuniorhighschools?A.GrammarinstructionB.PronunciationmodelingC.AdvancedvocabularyexpansionD.ReadingcomprehensionstrategiesAnswer:C

Explanation:InaTeacherQualificationExaminationforEnglishLanguageTeachinginjuniorhighschools,thefocusisonfoundationallanguageskillsandstrategiesthatareappropriatefortheagegroup.Whilegrammarinstruction,pronunciationmodeling,andreadingcomprehensionstrategiesareallessentialcomponentsofteachingEnglishatthislevel,advancedvocabularyexpansionisgenerallynottheprimaryfocusasitmaybetoochallengingforjuniorhighschoolstudents.WhatistheprimarygoalofusingauthenticmaterialsinanEnglishlanguageclassroomforjuniorhighschoolstudents?A.ToincreasetestscoresinstandardizedexamsB.Toexposestudentstoreal-lifelanguageuseandculturalcontextsC.Toimprovestudents’abilitytomemorizegrammarrulesD.ToreducetheneedforexplicitgrammarinstructionAnswer:B

Explanation:Usingauthenticmaterials,suchasnewspaperarticles,songs,videos,andpodcasts,inanEnglishlanguageclassroomexposesstudentstoreal-lifelanguageuseandculturalcontexts.ThishelpsstudentsunderstandhowEnglishisusedindifferentsituationsandbydiversespeakers,enhancingtheirlanguageproficiencyandculturalawareness.Whilethesematerialsmayindirectlycontributetotestscoresandgrammarunderstanding,theirprimarygoalistoprovideauthenticlanguageexperiences.Whichteachingmethodemphasizesstudent-centeredlearningandencouragesstudentstoactivelyparticipateinthelearningprocessthroughgroupdiscussions,debates,andprojects?A.Grammar-TranslationMethodB.Audio-LingualMethodC.CommunicativeLanguageTeaching(CLT)D.DirectMethodAnswer:C

Explanation:CommunicativeLanguageTeaching(CLT)isateachingmethodthatemphasizesstudent-centeredlearningandencouragesstudentstoactivelyparticipateinthelearningprocess.InCLTclassrooms,studentsareencouragedtocommunicateinEnglishformeaningfulpurposes,usinglanguagetoexpressideas,opinions,andfeelings.Thisapproachofteninvolvesgroupdiscussions,debates,andprojectsthatrequirestudentstouseEnglishinavarietyofcontextsandsituations.TheGrammar-TranslationMethod,Audio-LingualMethod,andDirectMethod,ontheotherhand,havedifferentfocusesanddonotnecessarilyprioritizestudent-centeredlearningandactiveparticipationtothesameextentasCLT.4、WhichofthefollowingisNOTastrategyforeffectivevocabularyteachinginjuniorhighschoolEnglish?UsingcontextcluestoinfermeaningMemorizingwordlistswithoutcontextEncouragingstudentstousenewwordsinsentencesIntegratingvocabularyintodailyconversationsAnswer:BExplanation:EffectivevocabularyteachinginjuniorhighschoolEnglishemphasizesusingcontexttounderstandandrememberwords,aswellasencouragingstudentstoactivelyusethem.Memorizingwordlistswithoutcontextisgenerallyconsideredlesseffective,asitdoesnotprovidethenecessarycontextforstudentstotrulygraspthemeaningandusageofthewords.5、IntheareaofEnglishgrammarteaching,whichofthefollowingprinciplesismostimportantforfosteringstudents’understandingandaccurateuseofgrammarstructures?RepetitionanddrillingMeaningfulcontextGrammar-translationmethodMemorizationofgrammarrulesAnswer:BExplanation:InEnglishgrammarteaching,providingmeaningfulcontextiscrucialforstudentstounderstandandaccuratelyusegrammarstructures.Thisapproachallowsstudentstoseehowgrammarisusedinreal-lifesituations,ratherthanjustmemorizingrulesinisolation.Repetitionanddrillingcanbehelpful,butshouldbedonewithinameaningfulcontext.Grammar-translationmethodandmemorizationofgrammarrulesarelesseffectiveinfosteringtrueunderstandingandusage.6、WhichteachingmethodbestpromotesstudentengagementandactivelearninginajuniorhighschoolEnglishclass,particularlywhenteachingreadingcomprehension?Directinstructionwithteacher-ledexplanationsCooperativelearninggroupstodiscussandanalyzetextsIndependentsilentreadingwithcomprehensionquestionsWhole-classdiscussionwithoutpriorreadingorpreparationAnswer:BExplanation:Cooperativelearninggroupspromotestudentengagementandactivelearningbyencouragingstudentstoworktogethertodiscussandanalyzetexts.Thisapproachallowsstudentstosharetheirthoughts,askquestions,andbuildoneachother’sideas,leadingtodeeperunderstandingofthematerial.Directinstructionwithteacher-ledexplanationscanbehelpful,butmaynotalwayspromoteactivelearning.Independentsilentreadingwithcomprehensionquestionscanbeeffective,butmaynotfosterthesamelevelofengagementanddiscussion.Whole-classdiscussionwithoutpriorreadingorpreparationmayleadtoconfusionandlackoffocus.7、Whichofthefollowingteachingstrategiesismosteffectiveinenhancingstudents’listeningcomprehensioninjuniorhighschoolEnglishclasses?

A)Focusingsolelyongrammarexplanations

B)Providingacombinationofauthenticlisteningmaterialsandtargetedexercises

C)Relyingsolelyontextbooksforlisteningpractice

D)Usingonlyteacher-maderecordingsanddiscussionsAnswer:B

Explanation:Toimprovestudents’listeningcomprehensioninjuniorhighschoolEnglish,acombinationofauthenticlisteningmaterialsthatreflectreal-lifesituationsandtargetedexercisesthatfocusonspecificlisteningskillsismosteffective.Thisapproachexposesstudentstoawiderangeofaccentsandlanguagestyles,whilealsoprovidingopportunitiestopracticeandapplylisteningstrategies.Solelyfocusingongrammarexplanations(A),relyingsolelyontextbooks(C),orusingonlyteacher-maderecordingsanddiscussions(D)maylimitthevarietyandauthenticityoflisteningmaterials,therebyreducingtheeffectivenessoftheteachingstrategy.8、WhatistheprimarygoalofthereadingcomprehensionsectioninjuniorhighschoolEnglishexams?

A)Toassessstudents’memorizationofvocabularywords

B)Toevaluatestudents’abilitytoanalyzeandinterprettexts

C)Toteststudents’knowledgeofgrammaticalstructures

D)Tomeasurestudents’speedofreadingAnswer:B

Explanation:TheprimarygoalofthereadingcomprehensionsectioninjuniorhighschoolEnglishexamsistoevaluatestudents’abilitytoanalyzeandinterprettexts.Thisincludesunderstandingthemainidea,identifyingdetails,inferringmeaning,andmakingconnectionsbetweenthetextandreal-lifesituations.Whilememorizationofvocabularywords(A),knowledgeofgrammaticalstructures(C),andreadingspeed(D)areallimportantaspectsofreadingcomprehension,theyarenottheprimaryfocusofthissectionoftheexam.9、WhichteachingmethodisparticularlyeffectiveinhelpingjuniorhighschoolstudentsimprovetheirspeakingskillsinEnglish?

A)Role-playactivities

B)Extensivegrammarlectures

C)Silentreadingpractice

D)ExtensivevocabularymemorizationAnswer:A

Explanation:Role-playactivities(A)areparticularlyeffectiveinhelpingjuniorhighschoolstudentsimprovetheirspeakingskillsinEnglish.Theyprovidestudentswithopportunitiestopracticeusinglanguageinreal-lifesituations,engageinmeaningfulconversations,anddeveloptheircommunicationskills.Extensivegrammarlectures(B),silentreadingpractice(C),andextensivevocabularymemorization(D)areallvaluableteachingmethods,buttheydonotdirectlyaddressthedevelopmentofspeakingskillsinthesamewayasrole-playactivities.

10、WhichofthefollowingisNOTacharacteristicofeffectiveteachinginjuniorhighschoolEnglish?

A)Engagingstudentsininteractiveactivities

B)Focusingsolelyongrammarrulesandvocabularymemorization

C)Encouragingcriticalthinkingandcreativity

D)ProvidingopportunitiesforauthenticlanguageuseAnswer:B

Explanation:EffectiveteachinginjuniorhighschoolEnglishinvolvesengagingstudentsinvariouslearningactivitiesthatpromotelanguageacquisitionanduse.Focusingsolelyongrammarrulesandvocabularymemorization,withoutintegratingthemintomeaningfulcontexts,isnotaneffectiveapproachasitlackstheinteractiveandauthenticlanguageusethatiscrucialforlanguagelearning.11、Whichteachingmethodemphasizesstudent-centeredlearningandencouragesstudentstodiscoverknowledgethroughexplorationandexperimentation?

A)DirectInstruction

B)Inquiry-BasedLearning

C)Lecture-StyleTeaching

D)BehavioristApproachAnswer:B

Explanation:Inquiry-BasedLearningisastudent-centeredapproachthatencouragesstudentstoactivelyengageinthelearningprocessbyaskingquestions,conductingresearch,anddrawingconclusionsbasedontheirfindings.Itfosterscriticalthinking,creativity,andproblem-solvingskills.12、Whichofthefollowingisakeycomponentofassessingstudents’languageproficiencyinjuniorhighschoolEnglish?

A)Onlyfocusingonstandardizedtestscores

B)Evaluatingstudents’abilitytocommunicateeffectivelyinEnglish

C)Ignoringstudents’individualstrengthsandweaknesses

D)RelyingsolelyonteacherobservationsAnswer:B

Explanation:Assessingstudents’languageproficiencyinjuniorhighschoolEnglishinvolvesevaluatingtheirabilitytocommunicateeffectivelyinEnglish,whichincludeslistening,speaking,reading,andwritingskills.Whilestandardizedtestscoresandteacherobservationscanbepartoftheassessmentprocess,theyshouldnotbethesolecriteria.It’simportanttoconsiderstudents’individualstrengthsandweaknessesandprovidethemwithopportunitiestodemonstratetheirproficiencyinvariouscontexts.13、WhichofthefollowingteachingmethodsbestencouragesstudentinteractionandcommunicationinajuniorhighschoolEnglishclass?

A)Grammar-TranslationMethod

B)DirectMethod

C)CommunicativeLanguageTeaching(CLT)

D)Audio-LingualMethodAnswer:C

Explanation:TheCommunicativeLanguageTeaching(CLT)methodemphasizestheuseofauthenticlanguageformeaningfulcommunicationandencouragesstudent-centeredinteractionandcollaboration.ItalignswellwithpromotingEnglishlanguageproficiencyinajuniorhighschoolsetting.14、Whenplanningalessononpastsimpletenseforjuniorhighstudents,whichofthefollowingactivitieswouldbemostappropriatetoengagestudentsandreinforceunderstanding?

A)Askingstudentstorecitegrammarrulesfromatextbook

B)Havingstudentscompleteagap-fillexercisewithpastsimpleverbforms

C)Showingavideoofahistoricaleventanddiscussingitinthepresenttense

D)EncouragingstudentstowriteashortstoryinthefuturetenseAnswer:B

Explanation:Agap-fillexercisethatrequiresstudentstousepastsimpleverbformsdirectlyaddressesthetargetgrammarpointinapracticalandengagingway.Itpromotesunderstandingandapplicationofthetense.OptionAistooroteandmemorization-based,optionCmisusesthetense,andoptionDfocusesonadifferenttenseentirely.15、WhatistheprimarygoalofalessononreadingcomprehensioninajuniorhighschoolEnglishclass?

A)Toteachstudentsallthevocabularywordsinthereadingpassage

B)Toensurestudentscanrecitethereadingpassagewordforword

C)Tohelpstudentsunderstandthemainideaanddetailsofthetext

D)TointroducestudentstoasmanygrammaticalstructuresaspossibleAnswer:C

Explanation:TheprimarygoalofareadingcomprehensionlessoninajuniorhighschoolEnglishclassistodevelopstudents’abilitytounderstandthemainideaandkeydetailsofatext.Thisinvolvescomprehensionskillssuchasidentifyingthetopic,understandingsupportingdetails,andinferringmeaning.Vocabularyexpansionandgrammaticalanalysisareimportant,buttheyaresecondarytocomprehendingtheoverallcontent.16、Whichofthefollowingsentencesdemonstratescorrectusageofthepresentcontinuoustense?Shewritesalettereveryday.Sheiswritingaletterrightnow.Shewrotealetteryesterday.Shehaswrittenaletterbefore.Answer:B

Explanation:Thepresentcontinuoustenseisusedtodescribeanactionthatishappeningatthemomentofspeakingortotalkaboutanactionthatisplannedorarrangedforthenearfuture.OptionB,“Sheiswritingaletterrightnow,”istheonlyonethatfitsthisdescription.OptionAisinthesimplepresenttense,Cisinthesimplepasttense,andDisinthepresentperfecttense.17、Whatgrammaticaltermreferstothechangeintheformofawordtoshowtherelationshipbetweenmembersofasentence,suchassubjectandverb?ConcordConcordanceConcordancyConjugationAnswer:A

Explanation:Concord,alsoknownasagreement,referstotheharmoniousrelationshipbetweenwordsinasentence,especiallywithregardtonumber,gender,person,andtense.Inthiscontext,itreferstothewayinwhichtheformofaword(suchasaverb)changestoagreewiththesubjectofthesentence.OptionB,“Concordance,”istypicallyusedintextanalysistorefertothefrequencyofwordoccurrence;C,“Concordancy,”isnotastandardgrammaticalterm;andD,“Conjugation,”referstothechangingofaverb’sformtoshowperson,number,tense,mood,orvoice.18、Whichsentencebestillustratestheuseofthepresentperfectcontinuoustense?ShehaslivedinNewYorkforfiveyears.ShelivedinNewYorkforfiveyears.ShewillhavelivedinNewYorkforfiveyearsbynextyear.ShehasbeenlivinginNewYorkforfiveyears.Answer:D

Explanation:Thepresentperfectcontinuoustenseisusedtoshowthatanactionstartedinthepastandhascontinuedupuntilnow,withnoclearendpoint.Itisformedusing“has/havebeen”+thepresentparticiple(ingform)oftheverb.OptionD,“ShehasbeenlivinginNewYorkforfiveyears,”isthecorrectuseofthistense.OptionAusesthepresentperfecttensewithoutthecontinuousaspect;Bisinthesimplepasttense;andCisinthefutureperfecttense.19、Whichofthefollowingteachingmethodsemphasizesstudent-centeredlearningandencouragesstudentstoactivelyparticipateinthelearningprocess?

A)DirectInstruction

B)CooperativeLearning

C)LectureMethod

D)DiscoveryLearning

Answer:B)CooperativeLearning

Explanation:CooperativeLearningisateachingmethodthatemphasizesstudent-centeredlearningandpromotesactiveparticipation,collaboration,andcommunicationamongstudents.Inthismethod,studentsworkinsmallgroupstoachievecommonlearninggoals.20、WhichofthefollowingisNOTakeycomponentofBloom’sTaxonomyofEducationalObjectives?

A)Remembering

B)Understanding

C)Believing

D)Evaluating

Answer:C)Believing

Explanation:Bloom’sTaxonomyofEducationalObjectivescomprisessixcognitivelevels:Remembering,Understanding,Applying,Analyzing,Evaluating,andCreating.“Believing”isnotakeycomponentofthistaxonomy.21、Whatistheprimarypurposeofthe“Warm-up”stageinalessonplanforEnglishlanguageteaching?

A)Tointroducenewvocabulary

B)Toactivatepriorknowledgeandinterest

C)Toexplaingrammarrules

D)Toassessstudents’comprehension

Answer:B)Toactivatepriorknowledgeandinterest

Explanation:The“Warm-up”stageinalessonplanistypicallyusedtoengagestudents,activatetheirpriorknowledgeandinterestrelatedtotheupcomingtopic,andsetthecontextforlearning.Itpreparesstudentsmentallyandemotionallyforthemainactivitiesofthelesson.22、WhichofthefollowingisNOTagrammarfocusinjuniorhighschoolEnglish?A.TensesB.PronounsC.PhoneticsD.VoiceAnswer:C

Explanation:Phonetics,whichreferstothestudyofthesoundsoflanguage,isgenerallynotaspecificgrammarfocusinjuniorhighschoolEnglishcurricula.Rather,grammarfocusesinjuniorhighschooltendtoincludeaspectssuchastenses(A),pronouns(B),andvoice(D),whicharecrucialfordevelopingstudents’understandinganduseofEnglishgrammar.23、Inthecontextofteachingreadingcomprehension,whichstrategywouldbemosteffectiveforhelpingstudentsunderstanddifficultvocabulary?A.IgnoringunknownwordsandfocusingonthemainideaB.SkippingoverthepassageandonlyansweringcomprehensionquestionsC.UsingcontextcluestoinferthemeaningofwordsD.ImmediatelylookingupeveryunknownwordinadictionaryAnswer:C

Explanation:Whenteachingreadingcomprehension,encouragingstudentstousecontextcluestoinferthemeaningofunknownwordsisahighlyeffectivestrategy.Thisnotonlyhelpsstudentsunderstandthepassagebetterbutalsoenhancestheirvocabularydevelopment.Ignoringunknownwords(A)orskippingoverthepassage(B)canleadtoalackofcomprehension.Immediatelylookingupeveryunknownwordinadictionary(D)candisrupttheflowofreadingandlimitstudents’abilitytodeveloptheirowninferencingskills.24、WhichteachingmethodismostsuitableforpracticinglisteningcomprehensioninajuniorhighschoolEnglishclass?A.DictationexercisesB.ReadingaloudingroupsC.GrammardrillsD.Role-playactivitiesAnswer:A

Explanation:Dictationexercises,wheretheteacherreadsapassageandstudentswritedownwhattheyhear,areanexcellentmethodforpracticinglisteningcomprehensioninajuniorhighschoolEnglishclass.Thisactivityrequiresstudentstolistenattentivelyandprocesstheinformationtheyhear,whichhelpsdeveloptheirlisteningskills.Readingaloudingroups(B)ismorefocusedonpronunciationandfluency,whilegrammardrills(C)androle-playactivities(D)aremoresuitableforpracticingspeakingandgrammar.25、WhichofthefollowingisNOTagrammaticalfunctionofEnglishprepositions?A.IndicatingtherelationshipbetweentwonounsB.ShowingthetimeorplaceofanactionC.ConjugatingverbswithsubjectsD.LinkingadjectivestonounsAnswer:C

Explanation:Englishprepositionsservemultiplegrammaticalfunctions,includingindicatingtherelationshipbetweentwonouns(e.g.,“thebookonthetable”),showingthetimeorplaceofanaction(e.g.,“inthemorning,”“atthestore”),andlinkingadjectivestonouns(e.g.,“goodatmath”).However,prepositionsdonotconjugateverbswithsubjects,whichisthefunctionofverbformsandtenses.Conjugationreferstothechangesinverbformtoagreewiththesubjectinnumber,person,andtense.26、WhichofthefollowingisanexampleofacompoundnouninEnglish?A.WatermelonB.UnhappinessC.RunningD.QuicklyAnswer:A

Explanation:Acompoundnounisanounthatiscomposedoftwoormorewords.Inthecaseof“watermelon,”itisasinglenounformedfromthecombinationof“water”and“melon.”“Unhappiness”isanadjective(un-)modifyinganoun(happiness),makingitacompoundadjectiveratherthananoun.“Running”isaverbform(presentparticiple)and“quickly”isanadverb,neitherofwhicharenouns.27、Whichpronounisusedtorefertoanon-specificpersoninEnglishwhenmakingageneralstatement?A.HeB.SheC.TheyD.ItAnswer:C

Explanation:Whenmakingageneralstatementaboutanon-specificpersonorpeople,Englishspeakersoftenusethepluralpronoun“they”asagender-neutralalternativetoavoidspecifyingaparticulargender.Forexample,“Ifsomeoneleavestheirphoneathome,they’llneedtocomebackforit.”Here,“they”isusedasasingular,gender-neutralpronountorefertothenon-specific“someone.”“He”and“she”wouldimplyaspecificgender,and“it”istypicallyusedfornon-humanobjects.28、WhichofthefollowingisNOTacharacteristicofeffectiveteachinginEnglishlanguageartsforjuniorhighschoolstudents?EncouragingcriticalthinkingandanalysisFocusingsolelyongrammarandvocabularydrillsUtilizingavarietyofteachingmethodsEngagingstudentsinauthenticcommunicationactivitiesAnswer:BExplanation:EffectiveteachinginEnglishlanguageartsforjuniorhighschoolstudentsoftenemphasizescriticalthinking,analysis,andauthenticcommunicationactivities.Focusingsolelyongrammarandvocabularydrillsisanarrowapproachthatmaynotbeasengagingorcomprehensiveasincorporatingavarietyofteachingmethodsthatcatertodifferentlearningstylesandneeds.29、Whichinstructionalstrategyisparticularlyusefulforhelpingjuniorhighschoolstudentsdeveloptheirreadingcomprehensionskills?Providingstudentswithpre-readingquestionsthatguidetheirunderstandingAllowingstudentstochoosetheirownreadingmaterialswithoutanyguidanceFocusingsolelyonvocabularydevelopmentduringreadinglessonsSkippingoverdifficultpassagesandmovingontoeasieronesAnswer:AExplanation:Providingstudentswithpre-readingquestionscanhelpguidetheirunderstandingandengagethemmoreactivelyinthereadingprocess.Thisstrategysupportsthedevelopmentofreadingcomprehensionskillsbyencouragingstudentstoanticipate,predict,andreflectonthetext.Allowingstudentstochoosetheirownmaterialswithoutguidance,focusingsolelyonvocabulary,orskippingdifficultpassagesarelesseffectivestrategiesforimprovingreadingcomprehension.30、WhendesigningalessonplanforajuniorhighschoolEnglishclass,whichofthefollowingshouldbeaprimaryconsideration?Theteacher’spersonalpreferencesforteachingmethodsThestudents’interestsandpriorknowledgeThetextbook’scurriculumwithoutmodificationThelatesteducationaltrendsandfadsAnswer:BExplanation:Whendesigningalessonplan,itisessentialtoconsiderthestudents’interestsandpriorknowledge.Thisensuresthatthelessonisrelevant,engaging,andbuildsuponwhatstudentsalreadyknow.Whiletheteacher’spreferences,thetextbook’scurriculum,andeducationaltrendsareallfactorstoconsider,theyshouldnotovershadowtheprimaryfocusoftailoringinstructiontomeettheneedsandinterestsofthestudents.二、簡答題（20分）Question:ExplaintheimportanceofincorporatingauthenticmaterialsinteachingEnglishasaForeignLanguage(EFL)forjuniorhighschoolstudents,andprovideatleasttwoexamplesofsuchmaterialsthatcanbeusedinaclassroomsetting.Answer:TheincorporationofauthenticmaterialsinteachingEnglishasaForeignLanguage(EFL)tojuniorhighschoolstudentsisparamountforseveralreasons.Firstly,authenticmaterials,suchasnewsarticles,songs,videos,andpodcasts,exposestudentstoreal-worldlanguageusage,therebyenhancingtheircomprehensionandappreciationofEnglishbeyondtheconfinesoftraditionaltextbooks.Thishelpsbridgethegapbetweenclassroomlearningandeverydaycommunication,fosteringadeeperunderstandingofthelanguage’sculturalandsocialcontexts.Secondly,authenticmaterialsengagestudentsmoreeffectivelythanoftenrepetitiveorcontrivedtextbookcontent.Theyprovideavarietyofgenres,styles,andtopicsthatcatertodifferentinterestsandlearningstyles,increasingmotivationandretention.Whenstudentsencounterlanguageusedinanatural,uneditedmanner,theybecomemoreadeptatrecognizingandprocessingitinawiderangeofsituations.Furthermore,authenticmaterialsencouragecriticalthinkingandproblem-solvingskillsasstudentsanalyzeandinterprettheinformationpresented.Theyareoftenaccompaniedbyvisualandauditorycuesthatsupportcomprehension,makingthelearningprocessmoremultisensoryandmemorable.Examples:NewsArticles:Choosingarticlesfromreputableonlinenewssourcesornewspaperstailoredtojuniorhighschoolreadinglevelscanenrichstudents’vocabulary,exposethemtocurrentevents,anddeveloptheirreadingcomprehensionskills.Forinstance,asimplifiedarticleaboutenvironmentalconservationinEnglishcanbeusedtodiscusseco-friendlypracticeswhileteachingvocabularyrelatedtonatureandsustainability.SongswithLyrics:IncorporatingEnglishsongsintothecurriculumnotonlyenhanceslisteningskillsbutalsoprovidesopportunitiesforpronunciationpracticeandculturalinsights.Teacherscanselectsongswithlyricsthatalignwiththeclass’slearningobjectives,suchasapopsongwithsimplevocabularyforbeginnersorasongwithmorecomplexgrammarstructuresforintermediatelearners.Afterlistening,studentscandiscussthesong’smeaning,identifynewvocabulary,oreventrytosingalong,improvingtheirpronunciationandfluency.Inconclusion,theintegrationofauthenticmaterialsinEFLteachingforjuniorhighschoolstudentsiscrucialforfosteringamoreholistic,engaging,andculturallysensitivelearningexperience.三、教學情境分析題（30分）Question:TeachingContextAnalysis(forJuniorHighSchoolEnglishSubjectKnowledgeandTeachingAbility)Scenario:

ImagineyouarepreparingalessonforGrade8studentsonthetopicof“FuturePlansandDreams.”Thestudentshavealreadycoveredbasictensestructures,includingthesimplepresent,presentcontinuous,andpastsimple.Thislessonaimstointroduceandpracticetheuseofthefuturetense(will/goingto)inthecontextofdiscussingtheirpersonalaspirationsandfutureplans.Task:Designateachingactivitythatwouldeffectivelyengagestudentsinpracticingtheuseofthefuturetensetoexpresstheirfutureplansanddreams.Theactivityshouldincorporateatleastonetechnologytoolorresource(e.g.,interactivewhiteboard,educationalapps,onlinevideos,etc.).Explainhowthisactivityalignswiththefollowingteachingobjectives:Studentswillbeabletoaccuratelyusethefuturetense(will/goingto)todescribetheirfutureplansanddreams.Studentswillbeabletolistenattentivelytotheirpeers’plansandprovidesupportivefeedback.Studentswilldevelopcriticalthinkingskillsthroughanalyzingandcomparingdifferentfutureplans.Answer:TeachingActivityDesign:ActivityName:“DreamBoardCreation”Materials:InteractivewhiteboardorcomputerwithaprojectionsystemAccesstoaneducationalapporwebsitethatprovidesadigitalcanvasforcreatingvisualpresentations(e.g.,Padlet,GoogleSlides,orasimilartool)Pre-madeslidesortemplatesshowcasingexamplesoffutureplans(careers,traveldestinations,personalgoals)Procedure:Introduction(5minutes):Beginbyusingtheinteractivewhiteboardtodisplayaseriesofinspiringquotesandimagesrelatedtofutureplansanddreams.Engagestudentsinabriefdiscussionabouttheirownaspirations,encouragingthemtosharebrieflyinpairs.TenseReview(5minutes):Quicklyreviewthefuturetense(will/goingto)structur