教師資格考試初中英語學科知識與教學能力復習試卷及答案指導一、單項選擇題（本大題有30小題，每小題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，動詞的用法正確的是：A.Theboyissingingasongonthestage.（男孩在舞臺上唱一首歌。）B.Shespenttwohourstofinishherhomework.（她花了兩個小時完成作業(yè)。）C.Iboughtanewshirtyesterdayfor$50.（我昨天花了五十美元買件新襯衫。）D.Hecamebackafterthreedaysofplay.（他在玩了三天后回來了。）答案：A解析：A選項中的動詞使用正確，其他選項存在語法錯誤。B選項中的“spend”應搭配“in”表示花費時間，而不是使用“to”；C選項的過去時態(tài)表達不準確，“bought”前面不需要加“for”；D選項的時態(tài)不準確，“comeback”應該是一般過去時態(tài)。4題：考查學生對初中英語詞匯和語境理解的能力。4.閱讀以下句子，空格處最合適的單詞是：Theteacher_______thestudents’reportsandmadesomecommentsontheirprogress.A.reviewedB.correctedC.wroteD.readaloud答案：A解析：根據(jù)語境，“老師檢查了學生的報告并對他們的進步進行了一些評論”，所以空格處最合適的單詞是“review”（檢查，審查）。其他選項如“corrected”（糾正）、“wrote”（寫）、“readaloud”（大聲朗讀）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：教學模型強調(diào)發(fā)展學生的批判性思維能力時，提問策略是一個關鍵組件。提問策略鼓勵學生進行深入思考和分析，有助于發(fā)展批判性思維。直接教學、合作學習和建構(gòu)主義方法雖然也有助于教學，但不是專門針對培養(yǎng)批判性思維的成分。10、Whenplanningalessonontheverb‘tobe,’whichofthefollowingactivitieswouldbestcatertodifferentlearningstylesintheclassroom?

A)Aworksheetwithmultiplechoicequestions

B)Alectureexplainingthedifferentformsoftheverb

C)Adramaperformancedepictingvarioustensesoftheverb

D)Agroupdiscussiononusingtheverb‘tobe’insentences答案：C)Adramaperformancedepictingvarioustensesoftheverb解析：對于不同的學習風格，戲劇表演是一個很好的選擇，因為它可以涵蓋視覺學習者（了解各種時態(tài)）、身體學習者（通過表現(xiàn)進行學習）和人際學習者（與其他學生合作）。多選題worksheet主要適合視覺和分析學習者，講座更多適合聽覺學習者，而小組討論更適合人際學習者。但戲劇表演是結(jié)合了多種學習方式的活動。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】正確表述是關于英語句子結(jié)構(gòu)的。在英語中，句子確實有多種結(jié)構(gòu)，包括簡單句、并列句和復合句等。因此，選項B正確，表示英語句子可以有不同的結(jié)構(gòu)。而其他選項表述不準確或過于簡化。14.WhichofthefollowingisNOTateachingtechniquecommonlyusedinEnglishlanguageinstruction?A.Role-playingactivities.B.Grammartranslationmethod.C.Directinstructionwithoutstudentparticipation.D.Interactivewhiteboardusageforvocabularylessons.【答案】C【解析】本題目考查的是英語教學中不常用的教學方法。角色扮演活動、語法翻譯法和交互式白板用于詞匯課都是常見的教學方法。然而，直接指令而不讓學生參與是一種過時的、效果有限的教學方法，不是英語教學中常用的技巧。因此，選項C是不常用的教學方法。請注意，以上試題、答案及解析是依據(jù)相關學科知識和教育測試出題標準創(chuàng)作的，僅供您參考和使用。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.選擇題：在初中英語教學中，培養(yǎng)學生批判性思維能力的最佳方法是：A.允許學生對課文內(nèi)容提出質(zhì)疑和挑戰(zhàn)。B.僅教授學生書面英語而忽略口語交流。C.通過大量聽力練習來提高學生的英語水平。D.讓學生閱讀大量的英文書籍，但并不要求他們分析或討論。答案：A解析：批判性思維是指評估、分析和推理信息的能力，從而做出合理的判斷和決策。在英語教學中，鼓勵學生對課文內(nèi)容提出質(zhì)疑和挑戰(zhàn)可以有效地培養(yǎng)他們的批判性思維能力。這種做法可以促使學生進行深入思考，并學會批判性地分析不同觀點和論點。20.選擇題：在初中英語課堂中，下列哪項策略最有助于提高學生的語言實際應用能力？A.讓學生在一個完全英語的環(huán)境中學習和交流。B.通過口頭報告和討論來提升學生的語言表達能力。C.僅教授語法規(guī)則和詞匯而不進行任何形式的語言實踐。D.讓學生通過大量的閱讀理解練習來提高他們的閱讀速度。答案：B解析：學生的語言實際應用能力是由他們在語言的實際使用中獲得的經(jīng)驗所決定的。通過口頭報告和討論，學生可以有機會在課堂上表達自己的想法，并且能夠聽到和回應同伴的觀點。這樣的互動不僅促進了語言的實際應用，還有助于學生發(fā)展公共演講技巧、聽力理解和社交交流技巧。而僅教授語法規(guī)則和詞匯而不進行語言實踐（選項C）或僅通過閱讀理解練習（選項D）來提高閱讀速度，則無法有效地提高學生的語言實際應用能力。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.收斂的B.發(fā)散的C.統(tǒng)一的D.固定的答案：B.發(fā)散的解析：“Divergent”一詞在英語教學中常與“發(fā)散的”這一概念聯(lián)系在一起，特別是在討論思維或教學方法時。因此，正確答案為B。26、WhichofthefollowingtechniquesinteachingEnglishasaforeignlanguageeffectivelyencouragesstudentstoparticipateactivelyinclass?A.語法翻譯法B.直接教學法C.交際教學法D.傳統(tǒng)講授法答案：C.交際教學法解析：交際教學法強調(diào)學生的語言使用和交流能力，通過角色扮演、小組討論等活動鼓勵學生積極參與課堂，因此是有效鼓勵學生在課堂上積極參與的教學方法。其他選項如語法翻譯法、直接教學法和傳統(tǒng)講授法更多地側(cè)重于語言知識的單向傳授，不太注重學生的積極參與。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、簡答題（20分）題目：請簡述在初中英語教學中如何通過有效的課程設計提高學生的語言能力。答案：在初中英語教學中，通過有效的課程設計提高學生的語言能力是至關重要的。以下是一些關鍵步驟：1.了解學生需求和興趣：首先，教師應該通過各種方法了解學生的語言水平、興趣和需求。這樣可以設計出更加個性化和吸引學生的課程內(nèi)容。2.確定具體教學目標：教師應該根據(jù)學生的需求和學習目標來設定課程的具體目標。這些目標應該具體、可衡量、可實現(xiàn)、相關性強，并且有時間限制（SMART原則）。3.使用多模態(tài)教學資源：利用圖像、聲音、視頻、動畫等教學資源，以及真實生活場景，幫助學生更好地理解語言材料，并增加語言實踐的機會。4.整合聽說讀寫練習：課程設計中應包含聽說讀寫的綜合練習，這樣不僅能提高學生的語言技能，還能夠幫助學生在各種情境中使用英語。5.實施合作學習活動：通過小組合作學習，學生可以互相學習和幫助，提高溝通能力和團隊合作能力。6.提供及時反饋：教師應該在教學中給予學生及時反饋，幫助他們理解自己的學習進展，并及時改正錯誤。7.培養(yǎng)學生的批判性思維：通過討論和分析不同的觀點和材料，鼓勵學生進行批判性思考，提高他們的分析能力和創(chuàng)造能力。8.鼓勵學生自主學習：培養(yǎng)學生的自主學習能力，讓他們能夠獨立探索新語言和詞匯，并解決問題。通過以上步驟，教師可以創(chuàng)建一個全面、互動的課程設計，提高學生的英語語言能力。解析：提高學生的語言能力需要在課程設計中考慮到學生的需求和興趣，設置明確的教學目標，利用多種教學資源，進行綜合語言技能的練習，實施合作學習活動，提供及時反饋，培養(yǎng)學生批判性思維，以及鼓勵他們進行自主學習。這些策略的有機結(jié)合能夠幫助學生更有效地學習和應用英語。三、教學情境分析題（30分）1.請根據(jù)以下情境分析，設計一套合理的教學方案:情境：你是七年級一班的初中英語教師，在教學《AVisittotheMuseum》這篇閱讀兼習作文章時，你發(fā)現(xiàn)大部分學生在理解人物的動機和作者表達的主題方面存在理解障礙。學生抱怨文章太長，詞匯量大，也缺乏興趣。你們班有部分學生是對博物館內(nèi)容感興趣，但缺乏詞匯和語言表達能力。設計要點:教學目標應包括理解文章內(nèi)容，概括人物動機，理解作者態(tài)度和主題，并能靈活運用所學語言進行表達。教學方案應考慮學生的課題學習現(xiàn)狀和興趣，采用合適的教學方法和教學活動，激發(fā)學生的學習興趣，幫助他們理解文章內(nèi)容，提升閱讀理解能力和寫作能力。參考答案：教學方案：第一階段：激發(fā)興趣，預熱氣氛（10分鐘）1.展示幾張博物館館藏品圖片，引導學生談談他們對博物館的了解和感受。2.使用短視頻或配音，介紹博物館的種類和文化歷史，吸引學生注意力，激發(fā)他們對閱讀的興趣。第二階段：精準閱讀，理解文本（20分鐘）1.分小組閱讀故事，并根據(jù)提示進行予測閱讀，引導學生預設文章內(nèi)容和人物塑造，預測文章主題。2.利用圖片、圖示、關鍵詞等輔助工具，幫助學生理解文章大意，梳理文本信息，并明確人物動機、作者態(tài)度和主題表達。3.進行小組討論，針對關鍵段落和人物描寫進行分析，引導學生進行深度理解，提高閱讀comprehension能力。第三階段：運用語言，表達思考（15分鐘）1.根據(jù)理解的文本內(nèi)容，將學生分組進行角色扮演，讓學生模擬文中人物的對話，體驗人物內(nèi)心活動和角色扮演，加深角色理解。2.簡述文章內(nèi)容并表達個人感悟，鼓勵學生結(jié)合生活經(jīng)驗和文化背景進行思考，形成自己的觀點和評價。3.進行寫作練習，例如：寫一封給作者的信，表達對故事的感受，或者寫一篇關于博物館的游記，結(jié)合讀文本進行拓展。第四階段：鞏固拓展，診斷提升（15分鐘）1.通過問答、填空、造句等形式，測試學生的理解程度，查缺補漏，鞏固所學知識。2.引導學生進行課后反思，分析自己的閱讀習慣和學習策略，為下一節(jié)課的學習做好準備。解析：該教學情境旨在考察教師如何面對學生實際學習難題，結(jié)合學生興趣，根據(jù)教材特點，設計合適的教學方案。優(yōu)良的教學方案應：引入手焉：激發(fā)學生學習興趣并有效預熱課堂，例如展示博物館圖片，使用短視頻等。精準突破：針對學生理解障礙，精心設計活動的難度和內(nèi)容，例如預測閱讀、分小組討論等。多元互動：采用豐富多樣的教學活動，激發(fā)學生主動參與，例如角色扮演，寫作練習等。高效評價：采用多種形式進行及時反饋和診斷，為學生和教師優(yōu)化教學提供依據(jù)。完整的教學方案還需要考慮具體的教學時間、教輔材料等要素。四、教學設計題（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