一、考試目標
1．英語學科知識與能力
具有扎實的英語語言基礎知識和語言能力；具備從事高中英語教學所需要的英語語言能力；能理解有關(guān)英語國家的語言、歷史和文化等相關(guān)知識。
2．英語學科教學知識與能力
掌握外語教學基本理論、英語教學專業(yè)知識與國家英語課程標準內(nèi)容等學科教學知識，并能用以指導高中英語教學。
3．英語學科教學設計能力
能夠根據(jù)英語學科特點，針對高中學生的認知特點、語言水平和學習需要選擇并設計合理的教學內(nèi)容，形成完整合理的教學方案。
4．英語學科教學實施能力
理解高中英語課堂教學實施的基本原則和方法，具備實施語言課堂教學的基本能力；能夠根據(jù)教學設計，結(jié)合教學實際情況，采用恰當?shù)慕虒W手段，引導學生進行有效學習。
5．英語學科教學評價知識與能力
了解高中英語課堂教學評價的基本知識和方法，能夠?qū)W生的語言學習進行恰當?shù)脑u價；了解教學反思的基本方法和策略，能夠?qū)ψ约旱恼n堂教學實踐進行反思，提出改進的思路。
二、考試模塊內(nèi)容與要求
（一）語言知識與能力
1．掌握英語語言的基礎知識，了解語言學研究中與語言教學相關(guān)的基本概念和知識，并能在課堂教學中加以運用。
2．具有良好的英語語言運用能力，包括用英語進行書面表達、獲取教學資源和信息、表達思想情感和與學生良好溝通的能力；能夠篩選并改編適合高中學生英語水平的語言材料。
3．能在語篇中理解英語國家的語言、歷史和文學等相關(guān)的社會文化知識。
（二）語言教學知識與能力
1．了解外語教學基本理論，理解語言觀、語言學習觀、語言教學觀等對高中英語教學的指導作用。
2．理解國家頒布的英語學科課程標準的目標內(nèi)容（語言技能、語言知識、情感態(tài)度、學習策略和文化意識），以及課程標準的其他相關(guān)知識，并能在教學設計與實施中運用。
3．掌握英語語言知識（語音、詞匯、語法、語篇等）的教學基本原則、講解和練習方法。
4．掌握英語語言技能（聽、說、讀、寫）教學的基本原則和訓練方法。
5．能結(jié)合中外社會文化語境，設計并實施英語知識和技能的教學與訓練。
（三）教學設計
1．了解高中學生的認知特點、已有的英語知識、語言能力和學習需求，能夠說明教學內(nèi)容與學生已學知識之間的聯(lián)系。
2．理解課程標準的目標要求，能夠根據(jù)學生的特點選擇恰當?shù)慕虒W內(nèi)容。
3．能夠根據(jù)教學內(nèi)容和學生特點設定合理、明確與具體的教學目標。
4．能夠根據(jù)教學目標創(chuàng)設相應的教學情景，設計有效的教學活動，安排合理的教學過程，篩選適當?shù)妮o助教學材料。
5．能夠根據(jù)教學內(nèi)容和教學過程，設計有效的學習評估活動。
（四）教學實施與評價
1．掌握英語課堂教學的基本步驟與方法，能夠創(chuàng)設教學情景，激發(fā)學習動機，引導學生參與語言學習活動。
2．掌握指導學生學習的方法和策略，能依據(jù)英語學科和學生的特點，根據(jù)教學實際情況，恰當?shù)剡\用語言講解、練習、提問、反饋等方法，幫助學生有效學習。
3．掌握課堂管理的基本方法，熟悉課堂活動的常用組織形式，能在教學活動中以學生為中心組織教學，能在課堂教學的不同階段發(fā)揮教師的作用。
4．掌握課堂總結(jié)的方法，能適時地對教學內(nèi)容進行歸納、總結(jié)與評價，科學合理地布置作業(yè)。
5．掌握基本的現(xiàn)代教育技術(shù)，能夠針對不同的教學內(nèi)容與教學目標，整合多種資源，選擇恰當?shù)妮o助教學手段進行有效教學。
6．了解形成性評價和終結(jié)性評價的知識與方法，并在高中英語教學中合理運用。
7．了解教學案例評析的基本方法，能夠?qū)虒W案例進行評價。
8．了解教學反思的基本方法和策略，能夠?qū)ψ约旱慕虒W進行反思并提出改進思路。
三、試卷結(jié)構(gòu)
|
模 塊 |
比 例 |
題 型 |
|
語言知識與能力 |
27% |
單項選擇題 |
|
語言教學知識 |
27% |
單項選擇題 簡 答 題 |
|
教學設計 |
27% |
教學設計題 |
|
教學實施與評價 |
19% |
教學情境分析題 |
|
合 計 |
100% |
單 項 選 擇 題 ： 約40%非 選 擇 題 ： 約60% |
四、題型示例
I．語言知識與能力
1．單項選擇題（語言知識）
（1）Thousands of ex-army officers have found _________ jobs in private security firms in the US.
A．lucrative B．ludicrous
C．longish D．lucky
（2）The manager persuaded the team to play the game. What actually happened according to this statement?
A．The manager played hard.
B．The team played hard.
C．The team actually did not play.
D．The manager actually did not play.
2．單項選擇題（閱讀理解）
Human beings are an irritant to Mother Nature, and in spite of the fact that it took their brains five million years to evolve, She can rid Herself of them in an instant. This, however, may not be necessary, since humans seem to be racing to see if they can save Her the trouble. They behave so arrogantly, contending they are superior to Nature. Rain forests are being cut down or burned—not only polluting the air but also causing a drop in oxygen levels. The love affair people have with their automobiles, especially “gas hog” SUV’s, adds to the pollutants in the air and is, yet, another nail in their coffins. Since prehistoric times, humans have been stalking and killing animals, causing many, beginning with the mastodon and saber-toothed tiger, to become extinct. Modern civilization is rushing headlong to slaughter animals in wholesale lots, all the while trying to prove its superiority to Mother Nature, usually with disastrous results.
For thousands of years, humans also have been defacing the earth, making scars upon the land. The throngs of people who responded to the lure of gold in the Yukon totally stripped mountainsides of trees above the Yukon River to make rafts in order to sail 500 miles to Dawson. Forty percent never made it! In the populated areas of the Himalayas very few trees remain since the citizens have cut them down for cooking and heating fires. With most of the trees gone, erosion occurs on a large scale, washing away most of the topsoil, making food production difficult. Even more disturbing is the fact that, due to large-scale cutting, the famous cedars of Lebanon, mentioned in the Bible, no longer exist. Along the same lines, so much of the rain forest in Panama is being destroyed that scientists are predicting the Panama Canal could fill with silt, thus prohibiting ships from crossing the isthmus, due to the effects of deforestation.
Deforestation and erosion, along with changing weather patterns, have led to the fastest-growing regions on this planet—deserts. All the while, populations are exploding worldwide and the proliferation of deserts means there is less arable land to feed the increasing number of people. Starvation on a massive scale will run rampant, and whenever a noted ecologist or environmentalist sends out warnings about such dangers to human life, very few consider giving up any of their conveniences. For instance, they insist on using aerosols and traveling one-to-a-car, thus adding to the emissions, which cause the ozone holes to expand, leading to more cases of skin cancer—a vicious cycle, indeed.
To make matters even more critical, global warming is becoming an ever-increasing threat to the existence of humans and animals. Polar icecaps are melting, and sections, the size of the state of Rhode Island, are breaking off. Traveling toward the Temperate Zones, they begin to melt, placing an inordinate amount of fresh water into the oceans and causing an imbalance.
Humans further complicate their lives by allowing businesses to release pollutants in urban areas, in the name of profit. “Accidents” often take place at refineries where toxic fumes are released into the air that people and animals breathe. Pesticides are so widely used and pose such a threat that it is amazing all of them haven’t been banned.
Governments, anxious to appease money-hungry corporations and their stockholders, have allowed timber companies into National Forests to cut virgin-growth trees. Most of these businesses clear cut vast areas and often wait an inordinate amount of time to replant.
Burning questions never cease: When will governments—local, state, and federal—corporations, and the rest of the human race realize what is happening to this planet? When will the race for profit cease to consume them? Perhaps it will come about when there is no land left to farm and feed the burgeoning population, or there is no clean water left to drink, or wildlife to balance the ecosystem, or, more importantly, when their children start dying. By that time, however, it probably will be too late.
1．In Paragraph 1, “another nail in their coffin” is similar in meaning to______.
A．a(chǎn) bad luck B．going dead
C．a(chǎn) blessing in disguise D．going from bad to worse
2．The author purposefully capitalizes the initial letters of Mother Nature because ______.
A．the author is clearly being sarcastic and suggesting that human beings show no respect for the nature
B．the author wants to emphasize the point that nature, like our mother, provides us with nourishment
C．they are used here as a proper noun personifying the might power of nature
D．they are words of very special importance
3．The author implies that travelling one-to-a-car______.
A．is an environmentally-friendly travel option
B．should be discouraged
C．should be encouraged
D．should be punished
Transcribe the sound represented by the underlined letter(s) in the words and then describe it. (10 points)
II．語言教學知識與能力
1．單項選擇題
Which of the following activities belongs in communicative practice?
A．Repeating sentences that the teacher says.
B．Doing oral grammar drills.
C．Reading aloud passages from the textbook.
D．Giving instructions so that someone can use a new machine.
2．簡答題（中文作答）
（1）請辨析下列兩個句子的不同點并解釋原因。
Did you eat something this evening?
Did you eat anything this evening?
（2）英語教師應該如何看待并處理學生的語言錯誤？請舉例說明。
III．教學設計
教學設計題：根據(jù)所提供的信息和語言素材進行教學設計，本題用英文作答。
請根據(jù)以下信息和語言素材進行教學設計，本題用英文作答。
設計任務：閱讀以下信息和語言素材。假設你將利用此語言素材提高學生的閱讀能力，請根據(jù)學生情況設計針對此素材的教學目標，以及實現(xiàn)該目標的課堂活動。
學生概況：本班為中等城市普通學校高中一年級的學生，班級人數(shù)為40人。多數(shù)學生已具備一定的英語語言能力。學生能夠積極參與課堂活動，合作意識較強。
教學時間：45分鐘。
教學設計需包括：
教學目標；
教學步驟及設計意圖；
教學活動方式、具體內(nèi)容及設計意圖；
教學時間規(guī)劃；
學習評價。
語言素材：（加粗單詞為學生首次接觸的詞匯）
The Road to Modern English
At the end of the 16th century, above five to seven million people spoke English. Nearly all of them lived in England. Later in the next century, people from England made voyages to conquer other parts of the world and because of that, English began to be spoken in many other countries. Today, more people speak English as their first, second or a foreign language than ever before.
Native English speakers can understand each other even if they don’t speak the same kind of English. Look at this example:
British Betty: Would you like to see my flat?
American Amy: Yes, I’d like to come up to your apartment.
So why has English changed over time? Actually all languages change and develop when cultures meet and communicate with each other. At first, the English language spoken in England between about AD 450 and 1150 was very different from the English spoken today. It was based more on German than the English we speak at present. Then gradually between about AD 800 and 1150, English became less like German because those who ruled England spoke first Danish and later French. These new settlers enriched the English language and especially its vocabulary. So by the 1600s Shakespeare was able to make use of a wider vocabulary than ever before. In 1620 some British settlers moved to America. Later in the 18th century some British people were taken to Australia too. English began to speak in both countries.
Finally by the 19th century the language was settled. At that time two big changes in English spelling happened: first Samuel Johnson wrote his dictionary and later Noah Webster wrote The American Dictionary of English Language. The latter gave a separate identity to American English Spelling.
English now is also spoken as a foreign or second language in South Asia. For example, India has a very large number of fluent English speakers because Britain ruled India from 1765 to 1947. During that time English became the language for government and education. English is also spoken in Singapore and Malaysia and countries in Africa such as South Africa. Today the number of people learning English in China is increasing rapidly. In fact, China may have the largest number of English learners. Will Chinese English develop its own identity? Only time will tell.
IV．教學實施與評價
教學情景分析題：根據(jù)題目要求進行教學分析，本題用中文作答。
以下片段選自某課堂實錄（片段中T指教師，S指學生）。請分析該教學片段并回答下列問題：
（1）學生在對話中的語言錯誤是什么？
（2）教師采用什么方式來糾正學生的錯誤？效果如何？
（3）教師還可以采用哪些方式糾錯？請舉例說明。
教學片段：
T: What did your mum do yesterday, Wang Lin?
S: My mum buyed the dress for me.
T: Oh, that is nice, your mum bought it for you, did she?
S: Yes.
T: Where did she buy it?
S: She buyed it in town.
T: Oh, she bought it in town for you. Well, it is very nice.
附件下載：405-《英語學科知識與教學能力》（高級中學）.doc