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；具備從事初中英語(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(zhuān)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)初中英語(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)初中學(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
理解初中英語(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
了解初中英語(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)言研究中與英語(yǔ)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(shū)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初中學(xué)生英語(yǔ)水平的語(yǔ)言材料。
3．能夠在語(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(guān)、語(yǔ)言學(xué)習(xí)觀(guān)、語(yǔ)言教學(xué)觀(guān)等對(duì)初中英語(yǔ)教學(xué)的指導(dǎo)作用。
2．理解《義務(wù)教育英語(yǔ)課程標(biāo)準(zhǔn)（2011年版）》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(tīng)、說(shuō)、讀、寫(xiě)）的教學(xué)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．了解初中學(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(shuō)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)相關(guān)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(guò)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(guò)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(wèn)、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，并在初中英語(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)過(guò)程進(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)與能力 |
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）It was very ________ of him to wait for us.
A．considerable B．considering
C．considerate D．considered
（2）________ from the top of the hill, the town looks beautiful.
A．Seeing B．Having seen
C．Seen D．To see
2．單項(xiàng)選擇題（閱讀理解）
Every year hundreds of thousands of visitors to New York City go to see the United Nations Headquarters in midtown Manhattan. The 18-acre site includes four buildings – the Secretariat, the General Assembly, the Conference building, and the Dag Hammarskjold Library. The United Nations (UN) currently has 192 members, and the flags of those nations line the plaza in front of the General Assembly Hall and Secretariat. The row of flags, displayed in English alphabetical order, from Afghanistan to Zimbabwe, stretches from 48th Street to 42nd Street.
The decision to locate United Nations Headquarters in the United States was made in 1946 by the UN General Assembly, then meeting in London. Several U.S. locations were considered, but a donation of 8.5 million dollars from philanthropist John D. Rockefeller, Jr. secured the purchase of land at the present site. And the City of New York provided a gift of additional land. The UN complex was designed by an international team of prominent architects. American Wallace K. Harrison was named chief architect, and ten other countries each nominated an architect to the Board of Design Consultants. The 11 architects began the project in early 1947. The U.S. government provided an interest-free loan to the United Nations for the cost of construction, which began in 1949.
The Secretariat Building, which houses the UN administrative offices, was completed in 1950, and United Nations Headquarters officially opened in 1951. The Library was dedicated in 1961. Over the years, changes have been made inside the buildings to accommodate the expanded membership of the United Nations. Today the General Assembly Hall, the largest conference room, seats more than 1,800 people.
The UN Headquarters site is international territory owned by the member nations. It has its own security force, fire department, and postal service. The postal service issues stamps that can only be mailed from the Headquarters; tourists often mail postcards bearing these stamps.
Taking a guided tour is the only way for visitors to see the inside of the UN Headquarters. Tours are led by professional guides representing all the member nations and are conducted in many different languages. Visitors taking a tour see exhibits, various council chambers, and the General Assembly Hall. If their timing is good, they might even see a council meeting in session.
The United Nations Headquarters displays many beautiful and meaningful works of art created specially for its halls and chambers. Sculptures and statues donated by member nations adorn the grounds of the complex. One sculpture, the Japanese Peace Bell, was made from the metal of coins collected from 60 different countries. Japan presented the bell to the United Nations in 1954, and it is rung every year on September 21, the International Day of Peace.
The Peace Bell and other sculptures, as well as paintings and murals inside the buildings, create an impression of grandeur and dignity, reflecting the importance of the work being done at the United Nations.
（1）If you want to see the flag of the People’s Republic of China in front of the UN headquarters, you would most probably find it ________.
A．near the 48th street
B．near the 42nd street
C．in the middle between 48th and 42nd streets
D．in the third position from the flag of Afghanistan
（2）The UN was most likely formed ________.
A．before 1946 B．a(chǎn)fter 1946
C．in 1950 D．in 1947
（3）As a response to the increase in the UN membership, ________ to meet the needs over the years.
A．more buildings have been built
B．internal changes have been made
C．old buildings have been enlarged
D．more new land has been purchased
（4）Which of the following statements about the tour guide is true?
A．A tour guide may show his pride of his home country before visitors.
B．Each member country sends its tour guide to work in the UN Headquarters.
C．Each tour guide must be able to speak the languages of the member countries.
D．A tour guide should not just feel proud of his own home country before visitors.
（5）This article is most likely written for ________.
A．general newspapers
B．magazines on architectural art
C．books on the international affairs
D．encyclopedic information brochure for students
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 does not belong to mechanical practice?
A．Transformation. B．Sentence making.
C．Substitution. D．Making up a story.
2．簡(jiǎn)答題（中文作答）
（1）blackboard這個(gè)詞由哪兩個(gè)部分組成？該詞的重音位置在哪里？請(qǐng)描述相關(guān)的語(yǔ)音規(guī)律。
（2）閱讀教學(xué)通常可以分為哪幾個(gè)階段？舉例說(shuō)明每個(gè)階段的主要作用。
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。
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)生的口語(yǔ)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)校初中二年級(jí)的學(xué)生，班級(jí)人數(shù)為40人。多數(shù)學(xué)生已具備初步的英語(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：45分鐘。
教學(xué)設(shè)計(jì)需包括：
教學(xué)目標(biāo)；
教學(xué)步驟及設(shè)計(jì)意圖；
教學(xué)活動(dòng)方式、具體內(nèi)容及設(shè)計(jì)意圖；
教學(xué)時(shí)間規(guī)劃；
學(xué)習(xí)評(píng)價(jià)。
語(yǔ)言素材：(Tapescript)
Mary: Can you come to my party, Ed?
Ed: Yes, I can. Thanks! How can I get to your house?
Mary: That’s easy. First you take the No. 52 Bus to Green Park. That’s about half an hour.
Ed: Okay. And when I get to Green Park …?
Mary: … Then you take the subway to Tangs Mall. That takes about ten minutes.
Ed: Okay. First the bus and then the subway to Tangs Mall.
Mary: Yeah, then you walk up North Street to No. 15. It’s about five minutes’ walk.
Ed: Okay, thanks. That sounds easy.
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(wèn)題：
（1）學(xué)生在對(duì)話(huà)中的語(yǔ)言錯(cuò)誤是什么？
（2）教師采用什么方式來(lái)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(shuō)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.
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