《英語學(xué)科知識與教學(xué)能力》（高級中學(xué)）一、考試目的1．英語學(xué)科知識與能力具有扎實的英語語言基礎(chǔ)知識和語言能力；具有從事高中英語教學(xué)所需要的英語語言能力；能理解有關(guān)英語國家的語言、歷史和文化等有關(guān)知識。2．英語學(xué)科教學(xué)知識與能力掌握外語教學(xué)基本理論、英語教學(xué)專業(yè)知識與國家英語課程原則內(nèi)容等學(xué)科教學(xué)知識，并能用以指導(dǎo)高中英語教學(xué)。3．英語學(xué)科教學(xué)設(shè)計能力可以根據(jù)英語學(xué)科特點，針對高中學(xué)生的認(rèn)知特點、語言水平和學(xué)習(xí)需要選擇并設(shè)計合理的教學(xué)內(nèi)容，形成完整合理的教學(xué)方案。4．英語學(xué)科教學(xué)實行能力理解高中英語課堂教學(xué)實行的基本原則和措施，具有實行語言課堂教學(xué)的基本能力；可以根據(jù)教學(xué)設(shè)計，結(jié)合教學(xué)實際狀況，采用恰當(dāng)?shù)慕虒W(xué)手段，引導(dǎo)學(xué)生進行有效學(xué)習(xí)。5．英語學(xué)科教學(xué)評價知識與能力理解高中英語課堂教學(xué)評價的基本知識和措施，可以對學(xué)生的語言學(xué)習(xí)進行恰當(dāng)?shù)脑u價；理解教學(xué)反思的基本措施和方略，可以對自已的課堂教學(xué)實踐進行反思，提出改善的思緒。二、考試模塊內(nèi)容與規(guī)定（一）語言知識與能力1．掌握英語語言的基礎(chǔ)知識，理解語言學(xué)研究中與語言教學(xué)有關(guān)的基本概念和知識，并能在課堂教學(xué)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體現(xiàn)、獲取教學(xué)資源和信息、體現(xiàn)思想情感和與學(xué)生良好溝通的能力；可以篩選并改編適合高中學(xué)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(xué)等有關(guān)的社會文化知識。（二）語言教學(xué)知識與能力1．理解外語教學(xué)基本理論，理解語言觀、語言學(xué)習(xí)觀、語言教學(xué)觀等對高中英語教學(xué)的指導(dǎo)作用。2．理解國家頒布的英語學(xué)科課程原則的目的內(nèi)容（語言技能、語言知識、情感態(tài)度、學(xué)習(xí)方略和文化意識），以及課程原則的其他有關(guān)知識，并能在教學(xué)設(shè)計與實行中運用。3．掌握英語語言知識（語音、詞匯、語法、語篇等）的教學(xué)基本原則、講解和練習(xí)措施。4．掌握英語語言技能（聽、說、讀、寫）教學(xué)的基本原則和訓(xùn)練措施。5．能結(jié)合中外社會文化語境，設(shè)計并實行英語知識和技能的教學(xué)與訓(xùn)練。（三）教學(xué)設(shè)計1．理解高中學(xué)生的認(rèn)知特點、已經(jīng)有的英語知識、語言能力和學(xué)習(xí)需求，可以闡明教學(xué)內(nèi)容與學(xué)生已學(xué)知識之間的聯(lián)絡(luò)。2．理解課程原則的目的規(guī)定，可以根據(jù)學(xué)生的特點選擇恰當(dāng)?shù)慕虒W(xué)內(nèi)容。3．可以根據(jù)教學(xué)內(nèi)容和學(xué)生特點設(shè)定合理、明確與詳細(xì)的教學(xué)目的。4．可以根據(jù)教學(xué)目的創(chuàng)設(shè)對應(yīng)的教學(xué)情景，設(shè)計有效的教學(xué)活動，安排合理的教學(xué)過程，篩選合適的輔助教學(xué)材料。5．可以根據(jù)教學(xué)內(nèi)容和教學(xué)過程，設(shè)計有效的學(xué)習(xí)評估活動。（四）教學(xué)實行與評價1．掌握英語課堂教學(xué)的基本環(huán)節(jié)與措施，可以創(chuàng)設(shè)教學(xué)情景，激發(fā)學(xué)習(xí)動機，引導(dǎo)學(xué)生參與語言學(xué)習(xí)活動。2．掌握指導(dǎo)學(xué)生學(xué)習(xí)的措施和方略，能根據(jù)英語學(xué)科和學(xué)生的特點，根據(jù)教學(xué)實際狀況，恰當(dāng)?shù)剡\用語言講解、練習(xí)、提問、反饋等措施，協(xié)助學(xué)生有效學(xué)習(xí)。3．掌握課堂管理的基本措施，熟悉課堂活動的常用組織形式，能在教學(xué)活動中以學(xué)生為中心組織教學(xué)，能在課堂教學(xué)的不一樣階段發(fā)揮教師的作用。4．掌握課堂總結(jié)的措施，能適時地對教學(xué)內(nèi)容進行歸納、總結(jié)與評價，科學(xué)合理地布置作業(yè)。5．掌握基本的現(xiàn)代教育技術(shù)，可以針對不一樣的教學(xué)內(nèi)容與教學(xué)目的，整合多種資源，選擇恰當(dāng)?shù)妮o助教學(xué)手段進行有效教學(xué)。6．理解形成性評價和終止性評價的知識與措施，并在高中英語教學(xué)中合理運用。7．理解教學(xué)案例評析的基本措施，可以對教學(xué)案例進行評價。8．理解教學(xué)反思的基本措施和方略，可以對自已的教學(xué)進行反思并提出改善思緒。三、試卷構(gòu)造模塊比例題型語言知識與能力27%單項選擇題語言教學(xué)知識27%單項選擇題簡答題教學(xué)設(shè)計27%教學(xué)設(shè)計題教學(xué)實行與評價19%教學(xué)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）Thousandsofex-armyofficershavefound_________jobsinprivatesecurityfirmsintheUS.A．lucrative B．ludicrousC．longish D．lucky（2）Themanagerpersuadedtheteamtoplaythegame.Whatactuallyhappenedaccordingtothisstatement?A．Themanagerplayedhard.B．Theteamplayedhard.C．Theteamactuallydidnotplay.D．Themanageractuallydidnotplay.2．單項選擇題（閱讀理解）HumanbeingsareanirritanttoMotherNature,andinspiteofthefactthatittooktheirbrainsfivemillionyearstoevolve,ShecanridHerselfoftheminaninstant.This,however,maynotbenecessary,sincehumansseemtoberacingtoseeiftheycansaveHerthetrouble.Theybehavesoarrogantly,contendingtheyaresuperiortoNature.Rainforestsarebeingcutdownorburned—notonlypollutingtheairbutalsocausingadropinoxygenlevels.Theloveaffairpeoplehavewiththeirautomobiles,especially“gashog”SUV’s,addstothepollutantsintheairandis,yet,anothernailintheircoffins.Sinceprehistorictimes,humanshavebeenstalkingandkillinganimals,causingmany,beginningwiththemastodonandsaber-toothedtiger,tobecomeextinct.Moderncivilizationisrushingheadlongtoslaughteranimalsinwholesalelots,allthewhiletryingtoproveitssuperioritytoMotherNature,usuallywithdisastrousresults.Forthousandsofyears,humansalsohavebeendefacingtheearth,makingscarsupontheland.ThethrongsofpeoplewhorespondedtothelureofgoldintheYukontotallystrippedmountainsidesoftreesabovetheYukonRivertomakeraftsinordertosail500milestoDawson.Fortypercentnevermadeit!InthepopulatedareasoftheHimalayasveryfewtreesremainsincethecitizenshavecutthemdownforcookingandheatingfires.Withmostofthetreesgone,erosionoccursonalargescale,washingawaymostofthetopsoil,makingfoodproductiondifficult.Evenmoredisturbingisthefactthat,duetolarge-scalecutting,thefamouscedarsofLebanon,mentionedintheBible,nolongerexist.Alongthesamelines,somuchoftherainforestinPanamaisbeingdestroyedthatscientistsarepredictingthePanamaCanalcouldfillwithsilt,thusprohibitingshipsfromcrossingtheisthmus,duetotheeffectsofdeforestation.Deforestationanderosion,alongwithchangingweatherpatterns,haveledtothefastest-growingregionsonthisplanet—deserts.Allthewhile,populationsareexplodingworldwideandtheproliferationofdesertsmeansthereislessarablelandtofeedtheincreasingnumberofpeople.Starvationonamassivescalewillrunrampant,andwheneveranotedecologistorenvironmentalistsendsoutwarningsaboutsuchdangerstohumanlife,veryfewconsidergivingupanyoftheirconveniences.Forinstance,theyinsistonusingaerosolsandtravelingone-to-a-car,thusaddingtotheemissions,whichcausetheozoneholestoexpand,leadingtomorecasesofskincancer—aviciouscycle,indeed.Tomakemattersevenmorecritical,globalwarmingisbecominganever-increasingthreattotheexistenceofhumansandanimals.Polaricecapsaremelting,andsections,thesizeofthestateofRhodeIsland,arebreakingoff.TravelingtowardtheTemperateZones,theybegintomelt,placinganinordinateamountoffreshwaterintotheoceansandcausinganimbalance.Humansfurthercomplicatetheirlivesbyallowingbusinessestoreleasepollutantsinurbanareas,inthenameofprofit.“Accidents”oftentakeplaceatrefinerieswheretoxicfumesarereleasedintotheairthatpeopleandanimalsbreathe.Pesticidesaresowidelyusedandposesuchathreatthatitisamazingallofthemhaven’tbeenbanned.Governments,anxioustoappeasemoney-hungrycorporationsandtheirstockholders,haveallowedtimbercompaniesintoNationalForeststocutvirgin-growthtrees.Mostofthesebusinessesclearcutvastareasandoftenwaitaninordinateamountoftimetoreplant.Burningquestionsnevercease:Whenwillgovernments—local,state,andfederal—corporations,andtherestofthehumanracerealizewhatishappeningtothisplanet?Whenwilltheraceforprofitceasetoconsumethem?Perhapsitwillcomeaboutwhenthereisnolandlefttofarmandfeedtheburgeoningpopulation,orthereisnocleanwaterlefttodrink,orwildlifetobalancetheecosystem,or,moreimportantly,whentheirchildrenstartdying.Bythattime,however,itprobablywillbetoolate.1．InParagraph1,“anothernailintheircoffin”issimilarinmeaningto______.A．a(chǎn)badluck B．goingdeadC．a(chǎn)blessingindisguise D．goingfrombadtoworse2．TheauthorpurposefullycapitalizestheinitiallettersofMotherNaturebecause______.A．theauthorisclearlybeingsarcasticandsuggestingthathumanbeingsshownorespectforthenatureB．theauthorwantstoemphasizethepointthatnature,likeourmother,providesuswithnourishmentC．theyareusedhereasapropernounpersonifyingthemightpowerofnatureD．theyarewordsofveryspecialimportance3．Theauthorimpliesthattravellingone-to-a-car______.A．isanenvironmentally-friendlytraveloptionB．shouldbediscouragedC．shouldbeencouragedD．shouldbepunishedTranscribethesoundrepresentedbytheunderlinedletter(s)inthewordsandthendescribeit.(10points)II．語言教學(xué)知識與能力1．單項選擇題Whichofthefollowingactivitiesbelongsincommunicativepractice?A．Repeatingsentencesthattheteachersays.B．Doingoralgrammardrills.C．Readingaloudpassagesfromthetextbook.D．Givinginstructionssothatsomeonecanuseanewmachine.2．簡答題（中文作答）（1）請辨析下列兩個句子的不一樣點并解釋原因。Didyoueatsomethingthisevening?Didyoueatanythingthisevening?（2）英語教師應(yīng)當(dāng)怎樣看待并處理學(xué)生的語言錯誤？請舉例闡明。III．教學(xué)設(shè)計教學(xué)設(shè)計題：根據(jù)所提供的信息和語言素材進行教學(xué)設(shè)計，本題用英文作答。請根據(jù)如下信息和語言素材進行教學(xué)設(shè)計，本題用英文作答。設(shè)計任務(wù)：閱讀如下信息和語言素材。假設(shè)你將運用此語言素材提高學(xué)生的閱讀能力，請根據(jù)學(xué)生狀況設(shè)計針對此素材的教學(xué)目的，以及實現(xiàn)該目的的課堂活動。學(xué)生概況：本班為中等都市一般學(xué)校高中一年級的學(xué)生，班級人數(shù)為40人。多數(shù)學(xué)生已具有一定的英語語言能力。學(xué)生可以積極參與課堂活動，合作意識較強。教課時間：45分鐘。教學(xué)設(shè)計需包括：教學(xué)目的；教學(xué)環(huán)節(jié)及設(shè)計意圖；教學(xué)活動方式、詳細(xì)內(nèi)容及設(shè)計意圖；教課時間規(guī)劃；學(xué)習(xí)評價。語言素材：（加粗單詞為學(xué)生初次接觸的詞匯）TheRoadtoModernEnglishAttheendofthe16thcentury,abovefivetosevenmillionpeoplespokeEnglish.NearlyallofthemlivedinEngland.Laterinthenextcentury,peoplefromEnglandmadevoyagestoconquerotherpartsoftheworldandbecauseofthat,Englishbegantobespokeninmanyothercountries.Today,morepeoplespeakEnglishastheirfirst,secondoraforeignlanguagethaneverbefore.NativeEnglishspeakerscanunderstandeachothereveniftheydon’tspeakthesamekindofEnglish.Lookatthisexample:BritishBetty:Wouldyouliketoseemyflat?AmericanAmy:Yes,I’dliketocomeuptoyourapartment.SowhyhasEnglishchangedovertime?Actuallyalllanguageschangeanddevelopwhenculturesmeetandcommunicatewitheachother.Atfirst,theEnglishlanguagespokeninEnglandbetweenaboutAD450and1150wasverydifferentfromtheEnglishspokentoday.ItwasbasedmoreonGermanthantheEnglishwespeakatpresent.ThengraduallybetweenaboutAD800and1150,EnglishbecamelesslikeGermanbecausethosewhoruledEnglandspokefirstDanishandlaterFrench.ThesenewsettlersenrichedtheEnglishlanguageandespeciallyitsvocabulary.Sobythe1600sShakespearewasabletomakeuseofawidervocabularythaneverbefore.In1620someBritishsettlersmovedtoAmerica.Laterinthe18thcenturysomeBritishpeopleweretakentoAustraliatoo.Englishbegantospeakinbothcountries.Finallybythe19thcenturythelanguagewassettled.AtthattimetwobigchangesinEnglishspellinghappened:firstSamuelJohnsonwrotehisdictionaryandlaterNoahWebsterwroteTheAmericanDictionaryofEnglishLanguage.Thelattergaveasepar