2024年教師資格考試高級中學(xué)英語學(xué)科知識與教學(xué)能力自測試卷及答案指導(dǎo)一、單項(xiàng)選擇題（本大題有30小題，每小題2分，共60分）1、Whichofthefollowingelementsoflanguageisprimarilyconcernedwiththeformorstructureofwords?GrammarLexicalcohesionPragmaticsSemanticsAnswer:A)Grammar解析：Grammarprimarilydealswiththestructureandformofsentencesandwords,includingpartsofspeech,sentencestructure,andtherulesforcombiningwordstoformphrasesandsentences.Lexicalcohesionreferstotherelationshipsbetweenwordsbasedonsharedmeaning.Pragmaticsinvolvestheeffectiveuseoflanguageincontext.Semanticsisthestudyofthemeaningofwords,phrases,andsentences.2、Inteachingpronunciation,whichofthefollowingtechniqueswouldbemosteffectiveforhelpingstudentsdistinguishbetweenthesoundsof/θ/and/e/?UsingminimalpairsPracticingintonationpatternsLearningthephoneticalphabetTranslatingsentencesfromEnglishtotheirnativelanguageAnswer:A)Usingminimalpairs解析：Minimalpairsarepairsofwordsthatdifferbyonlyonesoundandareusedtohelplearnersdistinguishbetweensimilar-soundingsoundsinalanguage.Inthiscase,minimalpairsfor/θ/and/e/couldinclude“think”and“sink,”or“they”and“the.”Thistechniqueiseffectivebecauseitfocusesonthecontrastbetweenthetwosoundsinspecificcontexts,makingiteasierforstudentstorecognizeandarticulatethedifference.3、InahighschoolEnglishclass,theteacherisdiscussingtheuseoffigurativelanguageinpoetry.Whichofthefollowingstatementsbestsupportstheimportanceofunderstandingmetaphors?Metaphorsmakepoetrymorecomplexanddifficulttounderstand.Metaphorsarelesseffectivethanliterallanguageinconveyingemotions.Metaphorshelpstudentsdeveloptheiranalyticalskillsbypromptingthemtothinkcriticallyaboutthepoem’simagery.Understandingmetaphorsisunnecessarybecausealllanguageiseventuallyreducibletosimpleconcepts.Answer:C)Metaphorshelpstudentsdeveloptheiranalyticalskillsbypromptingthemtothinkcriticallyaboutthepoem’simagery.解析：選項(xiàng)C正確，因?yàn)槔斫怆[喻可以幫助學(xué)生通過批判性地思考詩歌中的意象來發(fā)展他們的分析技能。隱喻通常涉及深層的、抽象的概念，這要求學(xué)生進(jìn)行更為細(xì)致和深入的思考，從而提高他們的分析能力。其余選項(xiàng)都錯誤地描述了隱喻的作用或效果。4、Duringagrammarlesson,ahighschoolEnglishteacherwantstoincorporatecooperativelearningintotheclass.Whatisthebestactivitytousetoemphasizetheuseofpasttenseinanarrative?Individualquizonpasttenseforms.Role-playingscenesfromthetextbook.Groupdiscussiononthedifferencesbetweenpasttenseforms.Pairworktowriteashortstoryusingexclusivelypasttense.Answer:D)Pairworktowriteashortstoryusingexclusivelypasttense.解析：選項(xiàng)D正確，因?yàn)檫@個活動強(qiáng)制學(xué)生使用過去時態(tài)來構(gòu)建整個故事，這樣他們必須熟練掌握過去時態(tài)的各種形式，從而加深對這種時態(tài)的理解和應(yīng)用。通過合作寫作，學(xué)生可以在實(shí)際的語言使用中練習(xí)過去時態(tài)，同時促進(jìn)交流與合作技能的提升。其余選項(xiàng)要么是個人練習(xí)（A），要么是討論而非寫作練習(xí)（C和B），它們不如D選項(xiàng)直接和系統(tǒng)地促進(jìn)對過去時態(tài)的學(xué)習(xí)。5、Inthefollowingsentence,“Thestudentswereallfocusedontheirtasks,”whichofthefollowingisthecorrectverbtenseused?A.PastcontinuousB.PresentperfectC.PresentsimpleD.PastsimpleAnswer:D.PastsimpleExplanation:Thesentencedescribesanactionthatwascompletedinthepast.Thepastsimpletenseisusedtodescribeactionsthathappenedataspecifictimeinthepast,withoutanyindicationofdurationorcontinuation.6、Choosethecorrectwordformtocompletethesentence:“Theteacher_______thestudentstobequietduringtheexam.”A.asksB.askedC.willaskD.isaskingAnswer:A.asksExplanation:Thesentencedescribesageneralrequestorcommandthattheteacherismaking.Thepresentsimpletenseisusedtodescribehabitualactions,generaltruths,orrepeatedevents.Sincetheactionofaskingisongoinganddoesnotindicateaspecificpastorfuturetime,thepresentsimpletenseistheappropriatechoice.7、WhichofthefollowingbestdescribestheteachinggoalforhelpingstudentsunderstandthegrammaticalstructureandusageofcomplexsentencesinahighschoolEnglishcourse?A、Toenablestudentstomemorizevariouspartsofspeech.B、Toenhancestudents’listeningandspeakingskills.C、Tofosterstudents’readingandwritingabilitiesofcomplexsentences.D、Todevelopstudents’vocabularyandidiomaticexpressions.Answer:C

Explanation:Theprimarygoalofteachingcomplexsentencesistohelpstudentsnotonlyunderstandgrammaticalstructuresbutalsotodeveloptheirabilitytoreadandwritecomplexsentenceseffectively.8、Inteachingdialogue,whichofthefollowingtechniquesismosteffectiveforstudentstograspthenuancesofspokenEnglish?A、Repeatedreadingofthedialogue.B、Translatingthedialogueintotheirnativelanguage.C、WatchingamovieinEnglish.D、Role-playingandcontext-baseddiscussions.Answer:D

Explanation:Role-playingandcontext-baseddiscussionsarethemosteffectivetechniquesforhelpingstudentsgraspthenuancesofspokenEnglish,astheyallowstudentstopracticeandinternalizehowwordsandphrasesareusedinreal-lifesituations.9、Theteacherplanstoengagethestudentsinagroupdiscussionaboutglobalwarming.Whichofthefollowingactivitiesisleastappropriateforthispurpose?Showingadocumentaryonglobalwarmingtostarttheclass.Distributinghandoutswithfactsabouttheimpactofglobalwarming.Holdingadebateamongstudentgroupsonthecausesandsolutions.Askingstudentstowriteashortessayontheirviewsaboutglobalwarmingandpresentthemtotheclass.Answer:B)解析：選項(xiàng)A和B雖然都與全球變暖主題相關(guān)，但它們更多地是單向的信息傳遞，不夠促進(jìn)學(xué)生的互動和討論。選項(xiàng)C通過辯論的形式鼓勵學(xué)生參與到雙向的交流中，而選項(xiàng)D則要求學(xué)生表達(dá)個人觀點(diǎn)并展示，從而增加課堂互動。因此，選項(xiàng)B最不合適。10、Inteachingtheverb“tobe”inEnglish,theteacherwantstouseamethodthatemphasizestheuseofreal-lifeexamples.Whichofthefollowingtechniquesismosteffectiveforthispurpose?Conjugatingtheverbinthefirstandsecondpersoninisolation.Creatingarole-playscenariowherestudentshavetoexplaintheiridentityandstatetheirfeelings.Providingalistof“be”verbformsandhavingstudentsmatchthemwithcorrectcontexts.Usingfill-in-the-blankexercisestopractice“be”verbusageinsentencesprovidedbytheteacher.Answer:B)解析：選項(xiàng)A和C都是練習(xí)語法結(jié)構(gòu)的傳統(tǒng)方法，而選項(xiàng)D則是練習(xí)句型填充的練習(xí)，雖然都有助于語法練習(xí)，但它們沒有強(qiáng)調(diào)現(xiàn)實(shí)生活中的應(yīng)用。選項(xiàng)B通過角色扮演的方式，讓學(xué)生在實(shí)際情境中運(yùn)用“tobe”動詞，這樣的活動不僅讓學(xué)生練習(xí)語法，還鼓勵了創(chuàng)造性思維和交際能力的提高。因此，選項(xiàng)B最有效。11.Thesentence“Thestudentsareallbusywiththeirhomework”impliesthatthestudentsare:A.takingabreakB.enjoyingapicnicC.workinghardD.watchingamovieAnswer:CExplanation:Thephrase“busywiththeirhomework”indicatesthatthestudentsareoccupiedwithdoingtheirschoolwork,whichsuggeststhattheyareworkinghard.12.Whichofthefollowingsentencescorrectlyusesthesubjunctivemood?A.IfIwereyou,Iwouldnotdothat.B.Heisverytall,isn’the?C.Shehasbeenstudyingallday,hasn’tshe?D.Theywerehappy,weren’tthey?Answer:AExplanation:Thesubjunctivemoodisusedtoexpresswishes,possibilities,orhypotheticalsituations.Inthiscase,thesentence“IfIwereyou,Iwouldnotdothat”isexpressingahypotheticalsituation,makingitthecorrectchoice.Theotheroptionsusetheindicativemoodtomakequestionsorstatements.13、Whichofthefollowingteachingmethodsismosteffectiveinenhancingstudents’readingcomprehensionbyencouragingthemtomakepersonalconnectionswiththetextmaterial?

A)Lecture-basedinstruction

B)Silentreadingwithoutanydiscussion

C)Summarizationofthetextbytheteacher

D)SharedreadingandguideddiscussionAnswer:D)Sharedreadingandguideddiscussion解析：Sharedreadingandguideddiscussion(選項(xiàng)D)canenhancereadingcomprehensionbyencouragingstudentstoengagedeeplywiththetext.Thismethodallowsteacherstoscaffoldunderstandingandprovidesupport,whilealsofosteringstudents’abilitytomakepersonalconnectionsandthinkcriticallyaboutthematerial.14、WhichofthefollowingcoherencedevicesisoftenusedtocreatealogicalflowbetweensentencesinanEnglishtext?

A)Metaphor

B)Alliteration

C)Synecdoche

D)CoordinatingconjunctionsAnswer:D)Coordinatingconjunctions解析：Coordinatingconjunctions(選項(xiàng)D)，suchas“and,”“but,”“or,”“nor,”“for,”“so,”and“yet,”arecommonlyusedtocreatealogicalflowbetweensentencesinanEnglishtext.Theyhelptoconnectideasandmaintainthecoherenceofthetext.15.Thefollowingsentencesareallexamplesofsimplesentences.WhichoneisanEXCEPTION?A.Thesunrisesinthemorning.B.Heenjoysswimminginsummer.C.Shecanoftenbefoundreadinginthelibrary.D.Itisrainingcatsanddogs.Answer:DExplanation:Sentence“Itisrainingcatsanddogs”isacolloquialexpressionforveryheavyrain.Thismakesitacompoundsentencebyusingthecompoundstructure“itis…”.Theothersentencesaresimplesentencesastheycontainonlyoneindependentclauseanddonotcombineindependentanddependentclauses.16.Choosethecorrectwordtocompletethesentence.Theteacher___________ustoreadthebookbeforeclass.A.hasaskedB.isaskingC.willaskD.askedAnswer:AExplanation:Thecorrectformhereis“hasasked.”Itisinthepresentperfecttense,whichisoftenusedtoexpressanactionthatstartedinthepastandcontinuesuptothepresentoranactionthathasapresentresult.Theotheroptionsdonotfitwellinthecontextofthissentenceastheysuggestactionsthatarecurrentlyhappeningorwillhappeninthefutureinsteadofanactioncompletedinthepast.17.Thefollowingsentencecontainsanerrorintenseusage.Whichwordneedstobecorrected?A.“Thestudentswereworkinginthelibraryyesterday,butnowtheyareworkingontheirprojects.”B.“Thestudentsworkedinthelibraryyesterday,butnowtheyareworkingontheirprojects.”C.“Thestudentsareworkinginthelibraryyesterday,butnowtheyareworkingontheirprojects.”D.“Thestudentsworkedinthelibraryyesterday,andtheyareworkingontheirprojects.”Answer:CExplanation:OptionCcontainsapresentperfecttense(“areworking”)inthesecondpartofthesentencethatisnotconsistentwiththepastperfecttenseusedinthefirstpart(“workinginthelibraryyesterday”).Thecorrecttenseforthesecondpartshouldbethesimplepresenttense,asinoptionsAandB,butoptionAisgrammaticallyincorrectbecauseitusesthepasttenseinbothpartsofthesentence.Thus,optionBisthecorrectanswer.18.Choosethewordthatdoesnotbelonginthefollowinglistofwordsrelatedtoteachingmethods:A.DifferentiationB.InquiryC.CollaborationD.AdministrationAnswer:DExplanation:Differentiation,Inquiry,andCollaborationareallteachingmethodsthatfocusonvariousapproachestoinstruction.Administration,ontheotherhand,referstothemanagementofaneducationalinstitutionorprogram,whichisnotamethodofteaching.Therefore,Administrationisthewordthatdoesnotbelonginthelist.19、WhichofthefollowingisNOTaprincipleofEnglishlanguageteachingaccordingtoCommunicativeLanguageTeaching(CLT)?

A)Focusonaccuracyoverfluency

B)Emphasisoncommunicationratherthanform

C)Useofauthenticmaterials

D)EncouragementoflearnerautonomyAnswer:A)解析：CommunicativeLanguageTeaching(CLT)emphasizestheimportanceoffluencyandtheabilitytocommunicateeffectively,ratherthanjustfocusingonaccuracy.Therefore,optionA)isNOTaprincipleofCLT.20、InwhichsectionoftheWACE(WesternAustralianCertificateofEducation)coursewouldyoufindafocusonadvancedliteraryanalysisandcriticalthinking?

A)Literature

B)CreativeWriting

C)EnglishStudies

D)EnglishasanAdditionalLanguage/DialectAnswer:A)解析：IntheWACEcourse,theLiteraturesectiontypicallyfocusesonadvancedliteraryanalysisandcriticalthinking,exploringawiderangeoftextsincludingnovels,poetry,anddramas.21.Whatdoestheword“threshold”meaninthefollowingsentence“Thesuccessofthenewtestliesonthethresholdofbreakthrough.”A.LimitB.StepC.ThresholdD.BorderAnswer:C.Threshold解析：在這句話中，“threshold”表示極限或臨界點(diǎn)，意味著新測試的成功正處于即將突破的關(guān)鍵點(diǎn)上。22.IftheteacherwantstouseavarietyofteachingmethodstoengagestudentsinlearningEnglish,whichoneofthefollowingteachingmethodsisNOTsuitable?A.Role-playingB.CasestudyC.GroupdiscussionD.JigsawreadingAnswer:B.Casestudy解析：在這個選項(xiàng)中，“Casestudy”是一種以分析實(shí)際案例為主的教學(xué)方式，而角色扮演、小組討論和拼圖閱讀都是能夠有效吸引學(xué)生參與課堂活動的教學(xué)方法，適合英語教學(xué)。因此，案例研究法在這個背景下不是最佳選擇。23.WhatistheprimarypurposeofusingavocabularyteachingstrategyintheEnglishlanguageclassroom?Toteststudents’knowledgeofEnglishvocabulary.Tointroducenewwordstostudentsinameaningfulway.Toenforcestudents’memorizationofEnglishvocabulary.Todiscouragestudentsfromlearningnewwords.Answer:BExplanation:Theprimarypurposeofusingavocabularyteachingstrategyistointroducenewwordstostudentsinameaningfulway,allowingthemtounderstandandusethewordseffectivelyinvariouscontexts.Testingstudents’knowledge,enforcingmemorization,anddiscouraginglearningarenotthemainobjectivesofvocabularyteachingstrategies.24.InthecontextofEnglishlanguageteaching,whichofthefollowingisanexampleofaform-focusedactivity?Listeningtoasongandenjoyingthemusic.Discussingpersonalopinionsonagiventopic.Writingacompositionusingaspecificsentencestructure.Readingastoryandsummarizingthemainpoints.Answer:CExplanation:Aform-focusedactivityinEnglishlanguageteachingisdesignedtofocusonthegrammaticalstructureorformoflanguage.Writingacompositionusingaspecificsentencestructureisanexampleofsuchanactivity,asitrequiresstudentstopayattentiontothegrammaticalcorrectnessandstructureoftheirwriting.Theotheroptionsinvolvemoremeaning-focusedactivities.25、Themainpurposeofusingawarm-upactivityinanEnglishclassis__________.A、tointroduceanewtopictothestudentsB、toassessstudents’priorknowledgeofthetopicC、togetstudents’attentionandactivatetheirpriorknowledgeD、toprovideanopportunityforstudentstopracticespecificlanguageskillsAnswer:C

Explanation:Themainpurposeofawarm-upactivityinanEnglishclassistogetstudents’attentionandactivatetheirpriorknowledge.Warm-upactivitiesareoftenusedatthebeginningofaclasstohelpstudentstransitionfromtheirpreviousactivitiesandtosetthestagefortheupcominglesson.26、WhichofthefollowingstrategiesismostappropriateforteachingEnglishvocabularytoadvancedhighschoolstudents?A、ProvidingtranslationsofwordsintheirnativelanguageB、UsingflashcardsexclusivelyformemorizationC、EncouragingstudentstocreatetheirownsentencesusingnewvocabularyD、FocusingsolelyonthespellingofnewwordsAnswer:C

Explanation:Encouragingstudentstocreatetheirownsentencesusingnewvocabularyisthemosteffectivestrategyforadvancedhighschoolstudents.Thisapproachhelpsstudentsengagewiththelanguage,understanditsusage,andretainnewvocabularybetter.Italsopromotescreativityanddeeperunderstandingofthelanguage.27.Theteacherwantstointroduceherstudentstodifferentcultures.Whichofthefollowingactivitieswouldbethemostappropriateforthisgoal?A.WritingaresearchpaperonthehistoryofJapan.B.Playingaguessinggamebasedonpicturesoffamouslandmarks.C.RecitingthedifferencesbetweenEnglishandChinesegrammar.D.Creatingavideodiaryabouttheirownculturalexperiences.Answer:BExplanation:OptionB,playingaguessinggamebasedonpicturesoffamouslandmarks,isthemostappropriateactivitytointroducestudentstodifferentcultures.Itencouragesthemtoobserveandrecognizeculturalelementsvisually,fosteringadeeperunderstandingwithoutrequiringin-depthscholarlyresearchorpersonalculturalexperienceswhichmightnotbefamiliartotheclass.28.InahighschoolEnglishclass,studentsarelearningtheconceptofsimiles.Theteacherhaswrittenasentenceontheboardandthestudentshavebeenaskedtocometotheboardtocorrectit.Thesentenceis:“Thetiger___________ahouse.”Whichwordshouldthestudentsreplacetheblankwithtocreateacorrectsimile?A.appearsB.actslikeC.runsD.behaveasAnswer:BExplanation:ThecorrectchoiceisB,“actslike”,asitformsasimile.Asimileisafigureofspeechthatuses“l(fā)ike”or“as”tocomparetwodifferentthingsthataresimilarinsomeway.Thesentenceshouldendupreading,“Thetigeractslikeahouse,”whichimpliesthatthetigerbehavesasifitwereahouse,perhapsbyhidinginadensefoliage.OptionsAandCdonotcreateacomparison,whileoptionD,“behaveas,”isnotacommonphraseforformingsimiles.29.Whatisthemainpurposeofusingajigsawactivityinalanguageclassroom?A.Toprovidestudentswithachancetopracticetheirwritingskills.B.Toenhancestudents’speakingabilitiesbydividingthemintosmallgroups.C.Tohelpstudentsdevelopcriticalthinkingskillsbyengagingincooperativelearning.D.Toencouragestudentstocompareandcontrastdifferentcultures.Answer:CExplanation:Thejigsawactivityisacooperativelearningstrategythatinvolvesstudentsworkingingroupstolearnapieceofinformation,thencomingtogetherinanewgrouptosharetheirknowledgewithothers.Themainpurposeistohelpstudentsdevelopcriticalthinkingskillsbyengagingincooperativelearning.30.WhichofthefollowingisNOTatechniqueforpromotingvocabularyacquisitioninEnglishlanguagelearners?A.Usingcontextcluestoguessthemeaningofunknownwords.B.Encouragingstudentstousethetargetlanguageinreal-lifesituations.C.Teachingvocabularythroughtranslationexercises.D.Providingstudentswithalistofnewwordstomemorizeanduseimmediately.Answer:CExplanation:Whiletranslationexercisescanbeapartoflanguagelearning,theyarenotaneffectivetechniqueforpromotingvocabularyacquisitioninEnglishlanguagelearners.Encouragingstudentstousethetargetlanguageinreal-lifesituations,usingcontextclues,andprovidinglistsofnewwordstomemorizeanduseimmediatelyareallmoreeffectivestrategiesforvocabularyacquisition.二、簡答題（20分）Question:

ExplainthedifferencesbetweendirectandindirectquestionsinEnglish,andprovideexamplesforeachtype.Answer:

Directquestionsarephrasedinastraightforwardmanner,typicallyrequiringadirectanswer.Indirectquestions,ontheotherhand,areusuallysofterandlessdirect,oftenusedforseekinginformationwithoutsoundingtoodirectorassertive.Examples:Directquestion:Areyougoingtothepartytonight?Indirectquestion:Couldyoutellmeifyou’regoingtothepartytonight?Explanation:Directquestionsarequestionsthatcanbeansweredwithasimple‘yes’or‘no’orafullsentence.Theyarestraightforwardandareoftenusedinmoreformalorcasualconversations.Indirectquestionsarephrasesthatcouldberephrasedasadirectquestionbutaresoftenedormademorepolite.Thistypeofquestioningisoftenusedinformalsettingsortobemorepoliteandlessdirect.Thistypeofquestionteststheexaminee’sunderstandingofthenuancesinEnglishquestioningmethodsandhowtousethemappropriatelyindifferentcontexts.三、教學(xué)情境分析題（30分）TeachingScenarioAnalysisQuestion:Inthefollowingscenario,ahighschoolEnglishteacherhaspreparedalessononthethemeofenvironmentalprotection.Theclassconsistsof30studentswhohaveagoodcommandofEnglish.However,theteacherhasnoticedthatsomestudentsarenotasengagedasothersandseemtolackmotivation.Theteacherhasallocated45minutesforthislesson.Question:AnalyzethegivenscenarioandsuggestteachingstrategiestoenhancestudentengagementandmotivationintheEnglishlessononenvironmentalprotection.Answer:

Theteachercanimplementthefollowingstrategiestoincreasestudentengagementandmotivationinthelessononenvironmentalprotection:1.Incorporatevariedlearningstyles:Forvisuallearners,theteachercanusevisualaidssuchasposters,videos,andinteractivepresentations.Forauditorylearners,theteachercanplayaudioclipsorusesongsrelatedtoenvironmentalprotection.Forkinestheticlearners,theteachercanorganizegroupactivitiesthatinvolvehands-ontasks,suchascreatingpostersorconductingexperiments.2.Encouragestudentinteractionandcollaboration:Formstudentgroupstoworkonprojectsrelatedtoenvironmentalprotection.Assignspecificrolestoeachgroupmember,ensuringeveryonehasaroletoplay.Facilitatemeaningfuldiscussionsanddebatesonthetopic,fosteringcriticalthinkingandactiveparticipation.3.Usereal-lifeexamplesandcontext:Introducereal-lifescenariosorcasestudiesthatdemonstratetheimportanceofenvironmentalprotection.Usearticles,photos,orvideosthatfeatureenvironmentalissuestocreateacontextuallearningexperience.4.Utilizetechnology:Integrateinteractivemultimediatools,suchasinteractivewhiteboardsoreducationalapps,toengagestudents.Encouragestudentstoresearchonlineandpresenttheirfindingstotheclassusingappropriatedigitaltools.5.Incorporategamification:Usequizzes,classgames,orinteractivequizzestomakethelessonmoreenjoyableandengagingforstudents.Provideincentives,suchasbadgesorpoints,forstudentswhoactivelyparticipateintheclassdiscussionsorcontributetothegroupprojects.6.Offertimelyfeedbackandrecognition:Acknowledgeandrewardstudentsfortheireffortsandachievementsduringthelesson.Provideconstructivefeedbacktohelpstudentsimprovetheirperformanceandunderstandingofthetopic.7.Fosterapositivelearningatmosphere:Createasupportiveandinclusiveclassroomenvironmentwherestudentsfeelcomfortablesharingtheirideasandopinions.Encouragestudentstoaskquestionsandexpresstheirconcerns,ensuringthateveryone’svoiceisheard.Byincorporatingtheseteachingstrategies,theteachercanenhancestudentengagementandmotivationintheEnglishlessononenvironmentalprotection.Thiswillnotonlyimprovethestudents’understandingofthesubjectbutalsopromotealifelonginterestinenvironmentalresponsibility.四、教學(xué)設(shè)計題（40分）Title:“UnderstandingGlobalWarming:AJourneythroughKnowledgeandAction”O(jiān)bjective:Toenhancestudents’understandingoftheconceptofglobalwarming.Toimprovestudents’vocabularyrelatedtoenvironmentalissues.Todevelopcriticalthinkingskillsthroughgroupdiscussionsandpresentations.Toencouragestudentstothinkaboutwaystocombatglobalwarming.Materials:ProjectorandscreenHandoutswithkeyvocabularyrelatedtoglobalwarmingReadingpassageaboutglobalwarmingPostersorchar