相關(guān)大綱：
中小學(xué)和幼兒園教師資格考試標(biāo)準(zhǔn)(試行)
《英語(yǔ)學(xué)科知識(shí)與教學(xué)能力》（高級(jí)中學(xué)）
一、考試目標(biāo)
1．英語(yǔ)學(xué)科知識(shí)與能力
具有扎實(shí)的英語(yǔ)語(yǔ)言基礎(chǔ)知識(shí)和語(yǔ)言能力；具備從事高中英語(yǔ)教學(xué)所需要的英語(yǔ)語(yǔ)言能力；能理解有關(guān)英語(yǔ)國(guó)家的語(yǔ)言、歷史和文化等相關(guān)知識(shí)。
2．英語(yǔ)學(xué)科教學(xué)知識(shí)與能力
掌握外語(yǔ)教學(xué)基本理論、英語(yǔ)教學(xué)專業(yè)知識(shí)與國(guó)家英語(yǔ)課程標(biāo)準(zhǔn)內(nèi)容等學(xué)科教學(xué)知識(shí)，并能用以指導(dǎo)高中英語(yǔ)教學(xué)。
3．英語(yǔ)學(xué)科教學(xué)設(shè)計(jì)能力
能夠根據(jù)英語(yǔ)學(xué)科特點(diǎn)，針對(duì)高中學(xué)生的認(rèn)知特點(diǎn)、語(yǔ)言水平和學(xué)習(xí)需要選擇并設(shè)計(jì)合理的教學(xué)內(nèi)容，形成完整合理的教學(xué)方案。
4．英語(yǔ)學(xué)科教學(xué)實(shí)施能力
理解高中英語(yǔ)課堂教學(xué)實(shí)施的基本原則和方法，具備實(shí)施語(yǔ)言課堂教學(xué)的基本能力；能夠根據(jù)教學(xué)設(shè)計(jì)，結(jié)合教學(xué)實(shí)際情況，采用恰當(dāng)?shù)慕虒W(xué)手段，引導(dǎo)學(xué)生進(jìn)行有效學(xué)習(xí)。
5．英語(yǔ)學(xué)科教學(xué)評(píng)價(jià)知識(shí)與能力
了解高中英語(yǔ)課堂教學(xué)評(píng)價(jià)的基本知識(shí)和方法，能夠?qū)W(xué)生的語(yǔ)言學(xué)習(xí)進(jìn)行恰當(dāng)?shù)脑u(píng)價(jià)；了解教學(xué)反思的基本方法和策略，能夠?qū)ψ约旱恼n堂教學(xué)實(shí)踐進(jìn)行反思，提出改進(jìn)的思路。
二、考試模塊內(nèi)容與要求
（一）語(yǔ)言知識(shí)與能力
1．掌握英語(yǔ)語(yǔ)言的基礎(chǔ)知識(shí)，了解語(yǔ)言學(xué)研究中與語(yǔ)言教學(xué)相關(guān)的基本概念和知識(shí)，并能在課堂教學(xué)中加以運(yùn)用。
2．具有良好的英語(yǔ)語(yǔ)言運(yùn)用能力，包括用英語(yǔ)進(jìn)行書面表達(dá)、獲取教學(xué)資源和信息、表達(dá)思想情感和與學(xué)生良好溝通的能力；能夠篩選并改編適合高中學(xué)生英語(yǔ)水平的語(yǔ)言材料。
3．能在語(yǔ)篇中理解英語(yǔ)國(guó)家的語(yǔ)言、歷史和文學(xué)等相關(guān)的社會(huì)文化知識(shí)。
（二）語(yǔ)言教學(xué)知識(shí)與能力
1．了解外語(yǔ)教學(xué)基本理論，理解語(yǔ)言觀、語(yǔ)言學(xué)習(xí)觀、語(yǔ)言教學(xué)觀等對(duì)高中英語(yǔ)教學(xué)的指導(dǎo)作用。
2．理解國(guó)家頒布的英語(yǔ)學(xué)科課程標(biāo)準(zhǔn)的目標(biāo)內(nèi)容（語(yǔ)言技能、語(yǔ)言知識(shí)、情感態(tài)度、學(xué)習(xí)策略和文化意識(shí)），以及課程標(biāo)準(zhǔn)的其他相關(guān)知識(shí)，并能在教學(xué)設(shè)計(jì)與實(shí)施中運(yùn)用。
3．掌握英語(yǔ)語(yǔ)言知識(shí)（語(yǔ)音、詞匯、語(yǔ)法、語(yǔ)篇等）的教學(xué)基本原則、講解和練習(xí)方法。
4．掌握英語(yǔ)語(yǔ)言技能（聽、說、讀、寫）教學(xué)的基本原則和訓(xùn)練方法。
5．能結(jié)合中外社會(huì)文化語(yǔ)境，設(shè)計(jì)并實(shí)施英語(yǔ)知識(shí)和技能的教學(xué)與訓(xùn)練。
（三）教學(xué)設(shè)計(jì)
1．了解高中學(xué)生的認(rèn)知特點(diǎn)、已有的英語(yǔ)知識(shí)、語(yǔ)言能力和學(xué)習(xí)需求，能夠說明教學(xué)內(nèi)容與學(xué)生已學(xué)知識(shí)之間的聯(lián)系。
2．理解課程標(biāo)準(zhǔn)的目標(biāo)要求，能夠根據(jù)學(xué)生的特點(diǎn)選擇恰當(dāng)?shù)慕虒W(xué)內(nèi)容。
3．能夠根據(jù)教學(xué)內(nèi)容和學(xué)生特點(diǎn)設(shè)定合理、明確與具體的教學(xué)目標(biāo)。
4．能夠根據(jù)教學(xué)目標(biāo)創(chuàng)設(shè)相應(yīng)的教學(xué)情景，設(shè)計(jì)有效的教學(xué)活動(dòng)，安排合理的教學(xué)過程，篩選適當(dāng)?shù)妮o助教學(xué)材料。
5．能夠根據(jù)教學(xué)內(nèi)容和教學(xué)過程，設(shè)計(jì)有效的學(xué)習(xí)評(píng)估活動(dòng)。
（四）教學(xué)實(shí)施與評(píng)價(jià)
1．掌握英語(yǔ)課堂教學(xué)的基本步驟與方法，能夠創(chuàng)設(shè)教學(xué)情景，激發(fā)學(xué)習(xí)動(dòng)機(jī)，引導(dǎo)學(xué)生參與語(yǔ)言學(xué)習(xí)活動(dòng)。
2．掌握指導(dǎo)學(xué)生學(xué)習(xí)的方法和策略，能依據(jù)英語(yǔ)學(xué)科和學(xué)生的特點(diǎn)，根據(jù)教學(xué)實(shí)際情況，恰當(dāng)?shù)剡\(yùn)用語(yǔ)言講解、練習(xí)、提問、反饋等方法，幫助學(xué)生有效學(xué)習(xí)。
3．掌握課堂管理的基本方法，熟悉課堂活動(dòng)的常用組織形式，能在教學(xué)活動(dòng)中以學(xué)生為中心組織教學(xué)，能在課堂教學(xué)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(shí)地對(duì)教學(xué)內(nèi)容進(jìn)行歸納、總結(jié)與評(píng)價(jià)，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)，能夠針對(duì)不同的教學(xué)內(nèi)容與教學(xué)目標(biāo)，整合多種資源，選擇恰當(dāng)?shù)妮o助教學(xué)手段進(jìn)行有效教學(xué)。
6．了解形成性評(píng)價(jià)和終結(jié)性評(píng)價(jià)的知識(shí)與方法，并在高中英語(yǔ)教學(xué)中合理運(yùn)用。
7．了解教學(xué)案例評(píng)析的基本方法，能夠?qū)虒W(xué)案例進(jìn)行評(píng)價(jià)。
8．了解教學(xué)反思的基本方法和策略，能夠?qū)ψ约旱慕虒W(xué)進(jìn)行反思并提出改進(jìn)思路。
三、試卷結(jié)構(gòu)
|
模 塊 |
比 例 |
題 型 |
|
語(yǔ)言知識(shí)與能力 |
27% |
單項(xiàng)選擇題 |
|
語(yǔ)言教學(xué)知識(shí) |
27% |
單項(xiàng)選擇題 簡(jiǎn) 答 題 |
|
教學(xué)設(shè)計(jì) |
27% |
教學(xué)設(shè)計(jì)題 |
|
教學(xué)實(shí)施與評(píng)價(jià) |
19% |
教學(xué)情境分析題 |
|
合 計(jì) |
100% |
單 項(xiàng) 選 擇 題 ： 約40%非 選 擇 題 ： 約60% |
四、題型示例
I．語(yǔ)言知識(shí)與能力
1．單項(xiàng)選擇題（語(yǔ)言知識(shí)）
（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(xiàng)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(yǔ)言教學(xué)知識(shí)與能力
1．單項(xiàng)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(jiǎn)答題（中文作答）
（1）請(qǐng)辨析下列兩個(gè)句子的不同點(diǎn)并解釋原因。
Did you eat something this evening?
Did you eat anything this evening?
（2）英語(yǔ)教師應(yīng)該如何看待并處理學(xué)生的語(yǔ)言錯(cuò)誤？請(qǐng)舉例說明。
III．教學(xué)設(shè)計(jì)
教學(xué)設(shè)計(jì)題：根據(jù)所提供的信息和語(yǔ)言素材進(jìn)行教學(xué)設(shè)計(jì)，本題用英文作答。
請(qǐng)根據(jù)以下信息和語(yǔ)言素材進(jìn)行教學(xué)設(shè)計(jì)，本題用英文作答。
設(shè)計(jì)任務(wù)：閱讀以下信息和語(yǔ)言素材。假設(shè)你將利用此語(yǔ)言素材提高學(xué)生的閱讀能力，請(qǐng)根據(jù)學(xué)生情況設(shè)計(jì)針對(duì)此素材的教學(xué)目標(biāo)，以及實(shí)現(xiàn)該目標(biāo)的課堂活動(dòng)。
學(xué)生概況：本班為中等城市普通學(xué)校高中一年級(jí)的學(xué)生，班級(jí)人數(shù)為40人。多數(shù)學(xué)生已具備一定的英語(yǔ)語(yǔ)言能力。學(xué)生能夠積極參與課堂活動(dòng)，合作意識(shí)較強(qiáng)。
教學(xué)時(shí)間：25分鐘。
教學(xué)設(shè)計(jì)需包括：
l 教學(xué)目標(biāo)；
l 教學(xué)步驟及設(shè)計(jì)意圖；
l 教學(xué)活動(dòng)方式、具體內(nèi)容及設(shè)計(jì)意圖；
l 教學(xué)時(shí)間規(guī)劃；
l 學(xué)習(xí)評(píng)價(jià)。
語(yǔ)言素材：（加粗單詞為學(xué)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(xué)實(shí)施與評(píng)價(jià)
教學(xué)情景分析題：根據(jù)題目要求進(jìn)行教學(xué)分析，本題用中文作答。
以下片段選自某課堂實(shí)錄（片段中T指教師，S指學(xué)生）。請(qǐng)分析該教學(xué)片段并回答下列問題：
（1）學(xué)生在對(duì)話中的語(yǔ)言錯(cuò)誤是什么？
（2）教師采用什么方式來糾正學(xué)生的錯(cuò)誤？效果如何？
（3）教師還可以采用哪些方式糾錯(cuò)？請(qǐng)舉例說明。
教學(xué)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.