Ⅰ、考试性质

浙江省中小学教师录用考试是为全省教育行政部门招聘教师而进行的选拔性考试, 其目的是为教育行政部门录用教师提供智育方面的参考。各地根据考生的考试成绩，结合面试情况，按已确定的招聘计划，从教师应有的素质、文化水平、教育技能等方面进行全面考核，择优录取。因此，全省 考试应当具有较高的信度、效度、区分度和适当的难度。

II、 考试目标与要求

浙江省 考试中学英语学科考试旨在选拔具有优秀英语教师潜质的考生入职中学英语教学。其具体目标制订如下;1、考察考生对中学英语教学内容的理解、领会、掌握和运用水平;2、考查考生对高等教育对应于中学英语学科教学内容掌握情况;3、考察考生中学英语课程与教学论知识水平，即对课程标准的理解能力，对中学英语教材的理解、分析、重构和运用能力，对教学设计和课堂教学相关理论的理解和掌握水平，以及把所学理论分析教学问题和把理论应用与教学实践的能力。其具体要求如下;1.中学英语教学内容在《普通高中英语课程标准(实验稿)》和《全日制义务教育英语课程标准(实验稿)》规定的知识范围内，比较全面测试考生的英语能力;2.高等教育对应于中学英语教学内容在教育部关于高等院校基础英语、英语写作基础、英语语法、英美概况、高级阅读、翻译技巧、英美文学、语言学等课程的要求所规定的知识范围内，比较全面测试考生的英语语言文学知识和能力;3.课程与教学论内容在《基础教育课程改革纲要》所阐明的及“中学英语课程与教学论”中共通的知识与能力范围内。4.上述三方面知识内容共有六种能力要求，即识记、理解、分析、赏析、应用和创新，并表现为六个层级。A.识记 指识别和记忆，是最基本的能力层级。B.理解 指领会并能作简单的解释，是在识记基础上高一级的能力层级。C.分析 指分解剖析和归纳整理，是在识记和理解的基础上进一步提高了的能力层级。D.鉴赏 指对阅读材料的鉴别、赏析和评说，是以识记、理解和分析综合为基础，在阅读方面发展了的能力层级。E.应用 指对各方面的知识和能力的运用，是以识记、理解和分析为基础，主要表现为英语知识的应用(写作)和教学技能的应用(教学设计)。F.创新 指探讨疑难问题，具有独到之见;摸索教学方法，能够另辟蹊径。这是对各种知识、技能加以融会贯通而形成的高级能力。对A、B、C、D、E、F六个能力层级都可有难易不同的考查。

III、考试内容和范围

浙江省中学英语 考试是根据目前各中学对合格英语教师的一般要求，根据教育部颁布的《普通高中英语课程标准(实验稿)》、《全日制义务教育英语课程标准(实验稿)》(7~9年级)，及教育部关于高等院校基础英语、英语写作基础、英语语法、英美概况、高级阅读、翻译技巧、英美文学、语言学等课程的内容而定，并兼顾目前中学英语教学的实际。考试内容和范围涵盖三个方面;即中学英语教学内容、高等教育对应于中学英语教学内容及中学英语课程与教学论内容。

一、 中学英语教学内容

(一)英语语言知识

1.中学英语句法知识 包括句子成分、句型结构、从句、句子时态、句子语态、句子语气。(能力层级：E)。

2.中学英语词汇知识 包括词性、词缀、词根及不同条件下词形的变化，也包括词义的理解、识记和正确运用(能力层级：E)

3.英语语音知识 包括词汇语音的字母组合、单音节和多音节词发音的基本规律、句子语音语调。(能力层级：D)

4.短语和惯用法的识记、理解和正确使用(能力层级：C，E)

5.话题知识 熟悉话题的内容，了解话题的基本结构和功能。包括熟悉个人、家庭、社会交往和科学文化等方面的话题;以及了解有关英语国家日常生活习惯的话题。(能力层级：C，E)

(二)英语语言技能

6.阅读理解能力 能准确理解中学英语语篇的内容和意义;把握语言结构和事实;能理解教材潜在知识结构和技能系统;能理解教材的教学意义和学习价值;能背诵部分重要的语篇。(能力层级：B-E)

7.写作能力 能用英文书写应用文;能用英文写读书报告、教学故事等。(能力层级：A-E)

8.翻译能力 能把复杂难懂的英文句子或语篇翻译成为通顺的中文;也能把汉语句子或语篇翻译为优美的英语句子或语篇。(能力层级：C，E)

二、 高等教育对应于中学英语教学内容

(一)基础英语课程

1.英语基础知识 考生能掌握和熟悉与专业四级水平相当的基础词汇、语法知识、语音知识和语篇知识。(能力层级：C-F)

2.基本技能 考生具备综合运用英语的技能技巧，具有较强的听、说、读、写的能力以及初步译的能力，能准确熟练地运用英语语言。(能力层级：E，F)

(二)英语写作基础

1.掌握英语写作基础理论。了解英语不同体裁、不同风格写作的要求，能够对文章优劣作出基本判断，识别作文中措辞、时态、语态、审题等不当之处。(能力层级：A,C,E)

2.具备写作构思的能力。运用构思方法，学会产生观念和组织观念。(能力层级：C,E)

3.文字组织的能力。写作过程即转译过程，考生首先必须具备从思维转换为内部言语的能力，其次具备将内部言语转换为外部言语的能力，再次将从外部言语转换为书面语言的能力。(能力层级：C-E)

4.修改能力。 考生必须具备宏观修改、微观和校读的能力。(能力层级：C-E)

(三)英语语法

1.构词法知识 掌握基本构词法、各种词类的形式与用法、非限定动词的形式与功能。(能力层级：C-E)

2.句法与句式知识 掌握各种句式的构成及功能、并列与从属、联句成篇的衔接手段等内容;考生能注意形式与功能的联系，并能在使用英语时根据表达的需要说出和写出正确恰当的语句和连贯的语篇。(能力层级：C-D)

(四)英美概况

1.文化背景知识 比较全面地了解主要英语国家的历史、地理、政治以及风土人

等文化背景 知识。(能力层级：A——C)

2.理解文化的相似性和差异性 理解英美文化与汉文化共性与个性，了解和认识语言文化内在关系。(能力层级：B—E)

(五)高级英语

1.阅读理解 能阅读、理解和分析内容和题材广泛的材料，包括涉及政治、经济、社会、语言、文学、教育、哲学等方面的名家作品，扩大学生知识面，考生对名篇的分析和欣赏能力、逻辑思维与独立思考的能力。(能力层级：B—E)

2.三种阅读能力 考生具有事实性阅读 (factual reading)、评判性阅读 (critical reading) 和鉴赏性阅读(aesthetic reading) 三个方面的能力。(能力层级：B—E)

(六)翻译技巧

1.英汉翻译技巧 考生对英语语言有准确的理解，能用汉语流畅表达译文的能力，使得其译文基本上达到忠实和流畅的标准，考生初步具备翻译这一跨文化交际的意识和能力，能就一般内容的话题进行较准确流畅的英汉翻译。(能力层级：B—E)

2.汉英翻译技巧 考生具有英汉翻译知识，一定的英汉翻译思维能力，具有在英汉两种语言之间较自由转换和表达的能力，具备跨文化交际的意识和能力，能就一般内容的话题进行较准确流畅的汉英翻译。(能力层级：B—E)

(七)英美文学

1.英国文学 考生对英国文学形成与发展的全貌有基本的了解，掌握英国文学发展的基本脉络，掌握各个时期主要作家以及主要文学流派的创作特色及创作主张。考生具有分析部分主要作品、综合人文素质及文艺鉴赏能力。(能力层级：B—E)

2.美国文学 考生掌握美国文学发展的脉络及各个时期的文学潮流;了解一些重点作家的小说和诗歌特点，考生具备初步的美国文学作品鉴赏的能力。(能力层级：B—E)

(八)英语语言学

1.音系学、词形学和句法学知识 要求考生掌握它们的基本理论和基本概念，能运用所学理论知识分析和解释一些基本的语言现象。(能力层级：B—D)

2.语义学知识 要求考生理解语义，词汇意义，语义结构，语义分析，语义成分分析法等定义。(能力层级：B—D)

3. 语用学知识 要求考生理解言语行为理论和会话原则。(能力层级：B—D)

4. 语言的变化 要求考生了解语言词汇的变化,变化的趋势和产生语言变化的原因。(能力层级：B—D)

5. 语言与文化 考生应该了解文化的概念，语言与文化的关系，文化教学的意义和跨文化交际。(能力层级：B—D)

6.语言习得和二语习得 考生必须了解母语习得理论，语言环境和语言习得关键期假设;理解对比分析，错误分析，中介语，二语习得中母语的作用，二语学习模式和语言输入假设，及学习者个性差异。(能力层级：B—D)

三、中学英语课程与教学论内容

(一)中学英语课程基础知识

1.理解和把握英语课程的性质和理念。(能力层级：B—D)

2.课程目标 理解中学英语课程目标结构、功能和内容标准。(能力层级：B—D)

3.课程设计 理解中学英语课程设计的原理和思路。(能力层级：B—D)

4.理解英语教材的基本概念、类型、结构和功能(能力层级：B—D)

(二).中学英语教学基础知识

1.英语语言观 了解英语语言的结构观、语言功能观和交际观。(能力层级：B—F)

2.中学英语教学方法 理解任务型教学法、翻译法、听说法、、阅读法、交际法、认知法等常规教学方法的特点及其功能。(能力层级：B—F)

3.中学英语教学评价 了解评价的种类(总结性评价;形成性评价;诊断性评价)、

特点与功能。(能力层级：B—D)

(三)中学英语教学基本能力

1.教材理解与分析 具有对英语教材理解、分析和重构的能力。(能力层级：B—D)

2.课堂教学设计 具备较强的中学英语课堂教学设计能力，能根据所提供的教学文本、教学任务进行书面设计，或者对有关教学案例进行评析。英语教学过程设计合理，它体现在课堂导入语、课堂结束语、板书、教学活动、教学提问、课堂偶发事件处理和课堂作业的设计之中。(能力层级：B—F)

3.课堂教学 具备较强的英语课堂教学能力，能熟悉地运用多种教学方法驾驭英语课堂教学。如熟悉“任务型”教学方法。(能力层级：B—F)

4.教学与信息技术整合 适当整合中学英语教学方法与教学媒体技术，尽力使课堂教学效率最大化，教学过程最优化。(能力层级：B—D)

5.教学重难点 确定课堂英语教学的重点与难点，选择突破重点与难点的方法。(能力层级：B—D)

6.学习方法指导 具有指导学生阅读、写作、口语交际和研究性学习等能力。(能力层级：B—F)

(四)中学英语学习的评价能力

1.学习能力的评价 能对中学生英语学习能力作出比较正确和科学的评价。(能力层级：B—D)

2.测试的设计 具有中学英语测试的设计与评价能力。(能力层级：B—F)

IV.考试形式、试卷类型与试卷结构

一.考试形式

闭卷，笔试。试卷满分为100分，考试限定用时150分钟。

二、试题类型

选择题、填空题、简答题、翻译题、论述题、写作题等。

三.试卷结构：试卷结构如下表所示：

内容 节 题量 计分 每个部分分值

第一部分：

中学学科教学内容一 55

30

二 55

三1010

四110

第二部分：

高等教育对应于中学英语学科教学内容一 55

30

二 15

三1010

四110

第三部分：

英语学科课程与教学理论内容一 55

40

二 55

三315

四115

总计1252100100

V、参考试卷及答案

一.参考试卷

浙江省教授招聘考试中学英语学科考试试题

(样卷)

(实考题型、题分可能变化，以实考为准)

第一部分：中学英语学科教学内容

说明：本部分测试考生对中学英语学科教学内容掌握情况，本部分共21小题，共30分，分为四节。第一节：单项选择填空;第二节：翻译题;第三节：完形填空;第四节：书面表达。

第一节：单项选择填空 从每题所给的A、B、C、D四个选项中，选出最佳选项(共5小题;每小题1分，满分5分)。

1. Advertisements give us ________ about products, such as their prices and uses.

A. information B. news C. words D. pictures

2. – Which shirt will you take, Betty?

– _____. The blue one is too long and the white one is too short.

A. Both B. Neither C. Either D. None

3. During the last Paralympics, all the rooms in the Paralympic Village in Beijing are so designed that they are _____ to the disabled.

A. accessible B. available C. convenient D. Valid

4. --- Jerry and Lucy must both like movies. I often meet them at the cinema.

--- _______ is Lucy, not Jerry, who likes movies.

A. So B. That C. It D. Such

5. Mom, have a rest please. You _______ in the kitchen ever since you came home.

A. had worked B. were working C. have been working D. would work

第二节：翻译题 把下面的句子翻译成为英文(共5小题;每小题1分，满分5分)

6.几经周折，我才在一家金矿找到一份工作。

7.那时这被认为是一次技术革命，也是我人工智能研究的开始。

8.到了这个时候，他的餐馆本该宾客盈门。

9. 昨天我们见了面，我做自我介绍时，他靠得很近。

10.事情得经过时这样的。

第三节;完形填空 阅读下面短文，掌握其大意，然后从各题所给的四个选项中，选出最佳选项。(共10小题;每小题1分，满分10分)

Once there was a little girl who came to live in an orphanage (孤儿院). As Christmas time was drawing near, all of the other children 11 telling the little girl about the beautiful Christmas tree that would appear in the hall downstairs on Christmas morning. After their usual 12 , each child would be given their only Christmas gift, a small orange.

The headmaster of the orphanage was very 13 with the kids. So on Christmas Eve, when he 14 the little girl slipping down the stairs to peek(偷看)at the much-heard-of Christmas tree, he 15 that the little girl would not receive her Christmas orange because she had been so curious as to disobey the rules. The little girl ran back to her room 16 , crying at her terrible fate. The next morning as the other children were going down for breakfast, the little girl stayed in her bed. She couldn’t 17 the thought of seeing the others receive their gift while there would be 18 for her. Later, as the children came back upstairs, the little girl was surprised to be handed a napkin (餐巾). As she carefully opened it, there, to her 19 , was an orange all peeled and sectioned (分瓣). “ How could this be? ” she asked. Then, she realized how each child had taken one section from their orange for her so that she, too , would have a Christmas orange. What an example of the true meaning of Christmas those orphan children showed that morning! How I 20 the world would show the same kind of concern for others, not only at Christmas, but throughout the year!

11. A. stopped B. began C. hated D. avoided

12. A. breakfast B. lunch C. dinner D. break

13. A. patient B. satisfied C. angry D. strict

14. A. caught B. took C. held D. kept

15. A. noticed B. declared C. explained D. doubted

16. A. open-hearted B. broken-hearted C. light-hearted D. warm-hearted

17. A. stand B. understand C. remember D. find

18. A. some B. none C. many D. one

19. A. surprise` B. regret C. sorrow D. anger

20. A. wonder B. think C. wish D. feel

第四节：书面表达(1题，满分10分)。

21.假如你叫李华，是南开中学的一名学生。最近你校在为一批来自加拿大的学生征寻住宿家庭,你有意申请。请根据下表提供的信息用英语给校长写封信，说明你申请的理由。

申请理由

住房条件宽敞，整洁，环境优美

语言优势擅长英语，父母也懂英语，不会有交流困难

接待经验上个月刚刚接待过两名美国学生

参观游览父亲可驾车陪同参观附近的名胜

其他……(内容由考生自己添加)

注意：1. 文章必须包括所有要点。

2. 字数：100字左右。信的开头与结尾已为你写好，不计入总词数。

Dear sir,

I’m writing to request a valuable chance to be one of the host families for the Canadian students...

第二部分：高等学校对应于中学英语学科教学内容

说明：本部分测试考生对高等学校对应于中学英语学科教学内容的掌握情况，本部分共17小题，共30分，分为四节。第一节：单项选择填空;第二节：翻译题;第三节：阅读理解;第四节：写作。

第一节：单项选择 从每题所给的A、B、C、D四个选项中，选出最佳选项(共5小题;每小题1分，满分5分)。

22. As one of the best-known American authors of 20th century, Ernest Hemingway wrote all the following novels EXCEPT______.

A. For Whom the Bell Tolls B. The Green Hills of Africa

C. The Sound and the Fury D. The Old Man and the Sea

23. The period ranging from 1865 to 1914 has been referred to as ________ in the literary history

of the United States.

A. the Age of Enlightenment B. the Age of Romanticism

C. New England Transcendentalism D. the Age of Realism

24. The utterance “We are already working 25 hours a day, eight days a week.”

A. quality B. manner C. relation D. quantity

25. The semantic components of the word “gentleman” can be written as .

A. +ANIMATE, +MALE, +HUMAN, –ADULT B. +ANIMATE, +MALE, +HUMAN, +ADULT C. +ANIMATE, –MALE, +HUMAN, –ADULT D. +ANIMATE, –MALE, +HUMAN, +ADULT

26. As a salesman, he works on a (an) basis, taking 10% of everything he sells.

A. salary B. pension C. commission D. income

第二节：翻译题 把下面短文翻译成中文(1小题;满分5分)。

32.

A police officer in a small town stopped a motorist who was speeding down Main Street. “But officer,” the man said, “I can explain.” “Just be quiet!'” snapped the officer. “Or I'm going to let you cool off in jail until the chief gets back.” ''But officer, I just wanted to say...” “And I said KEEP QUIET! Now you're going to jail!” A few hours later, the officer checked up on his prisoner and said, “Lucky for you the chief is at his daughter's wedding. He'll be in a great mood when he gets here.” “Don't count on it,” said the prisoner. “I'm the groom;he is my father-in-law.”

第三节：阅读理解 阅读下面的短文，从每题所给的四个选项A、B、C和D中，选出最佳选项(共10小题;每小题1分，满分10分)。

(一)

In recent years, we have all watched the increasing commercialization of the campus. The numerous adverting posters and the golden arches of fast food outlets may be an insult to our aesthetic sensibilities, but they are, arguably, no worse than ugly. Some of the other new features of commercialized campus life do, however, constitute a serious threat to things we rightly respect. “privatization” and the “business model” are the potential menace.

What do these notions mean? To me, they involve and increased dependence on industry and charitable actions for operating the university; an increased amount of our resources being directed to applied or so-called practical subjects, both in teaching and in research; a proprietary treatment of research results, with the commercial interest in secrecy overriding the public interest in free, shared knowledge; and an attempt to run the university more like a business that treats industry and students as clients and ourselves as service providers with “customers” and, as the old saying goes, “the customer is always right”.

Privatization is particularly frightening from the point of view of public well-being. A researcher employed by a university-affiliated hospital in Canada, working under contract with a medicine-making company, made public her findings that a particular drug was harmful. This violated the terms of her contract, and so she was fired. Her dismissal caused a scandal, and she was subsequently restored to her previous position. The university and hospital in question are now working out something similar to tenure for hospital-based researchers and guidelines for contracts, so that more public exposure of privately funded research will become possible. This is a rare victory and a small step in the right direction, but the general trend is the other way. Thanks to profit-driven private funding, researchers are not only forced to keep valuable information secret, they are often contractually obliged to keep discovered dangers to public health under wraps, too. Of course, we must not be too naïve about this. Governments can unwisely insist on secrecy, too, as did the British Ministry of Agriculture, Fisheries, and Food in the work they funded in connection with the bovine spongiform encephalopathy epidemic. This prevented others from reviewing the relevant data and pointing out that problems were more serious than government was letting on.

27. From the first paragraph we can learn that the campus life has become .

A. more convenient B. somewhat harmful

C. rather ugly D. no more aesthetic than before

28. “Privatization” and the “business model” in this passage most probably mean .

A. potential menace to life B. new trend on campus

C. dependence on industry and charities D. new features of campus life

29. The author believes that we should pay .

A. due attention to the public interest in free, shared knowledge

B. little attention to applied subjects

C. considerable attention to the commercial interest in the secrecy of research results

D. more attention to the immediate needs and demands of our customers

30. The researcher mentioned in the third paragraph was fired because .

A. she worked for the rival of the company

B. she failed to keep her research results secret

C. she was committed to a contract with a company

D. she was obliged to keep her discoveries secret

31. It is implied in the passage that .

A. the general public is too naïve to accept the “privatization”

B. the notion that “the customer is always right” is out of date

C. it is a general trend that there will be more public disclosure of privately funded research

D. the bovine spongiform encephalopathy epidemic in Britain was more serious than what was disclosed

(二)

Justice in society must include both a fair trail to the accused and the selection of an appropriate punishment for those proven guilty. Because justice is regarded as one form of equality, we find in its earlier expressions the idea of a punishment equal to the crime. Recorded in the Bible is the expression “an eye for an eye, and a tooth for a tooth. That is, the individual who has done wrong has committed an offense against society. To make repayment for this offense, society must get equally balanced, which can be done only by imposing an equal injury upon him. This conception of deserved-punishment justice is reflected in many parts of the legal codes and procedures of modern times, which is illustrated when we demand the death penalty for a person who has committed murder. This philosophy of punishment was supported by the German idealist Hegel, who believed that society owed it to the criminal to put into operation a punishment equal to the crime he had committed. The criminal had by his own actions denied his true self and it is necessary to do something that will eliminate this denial and restore the self that has been denied. To the murderer nothing less than giving up his life will pay his debt. The demand for the death penalty is a right the state owes the criminal and it should deny him what he deserves.

Modern jurists have tried to replace deserved-punishment justice with the notion of corrective justice. The aim of the latter is not to abandon the concept of equality but to find a more adequate way to express it. It tries to preserve the idea of equal opportunity for each individual to realize the best that is in him. This does not mean that criminals will escape punishment or be quickly returned to take up careers of crime. It means that justice is to heal the individual, not simply to get with him. Therefore, his conviction of crime must not deprive him of the opportunity to make his way in the society of which he is a part.

32. According to the Bible, the concept of equality in justice means .

A. a criminal must be severely punished

B. a criminal must be given a punishment that is exactly the same as the crime he has done

C. a criminal must be given a punishment that he deserves

D. a criminal must be pay for his crime with his eyes and teeth

33. The result of deserved-punishment justice is .

A. the criminal’s winning of a true life

B. the criminal’s taking death penalty for the crime committed by him

C. the criminal’s denial of his true self

D. the restoration of the criminal’s guilty self to the self before the crime

34. In the sentence: “society owed it to the criminal to put into operation a punishment equal to the crime he had committed” the underlined part can be interpreted as: society .

A. was in debt to the criminal and must put him into operation as a punishment

B. should consider punishment as something it must do so that the criminal can get paid back for his crime.

C. owed the criminal equality and must first show it in action

D. owed an operation of equal crime to the criminal

35. The main difference between deserved-punishment and corrective justice is .

A. the latter is for non-punishment equality

B. the latter hates “an eye for an eye” equality of punishment

C. the latter places the criminal’s equal rights in life above everything else

D. the latter focuses on both reforming the criminal and giving him new opportunities in society

36. Compared with the old justice concept, modern law as shown in this passage is .

A. less vengeful B. less effective C. less just D. less reasonable

第四节：写作 (1题;满分10分)

37.以On Oil Price Increase为题，写一篇长为120-150词的小作文。

第三部分：英语课程与教学理论知识

说明：本部分测试考生对英语课程与教学理论知识掌握情况，本部分共14小题，共30分，分为四节。第一节：单项选择填空;第二节：填空题;第三节：简答题;第四节：论述题。

第一节：单项选择(共5小题;每小题1分，满分5分)。

38、 按照基础阶段英语课程分级总体目标的要求，《全日制义务教育普通高级中学英语课程标准》对语言技能、语言知识、_______、学习策略和文化意识等五方面都提出了相应的、具体的标准和要求。

A、认知心理 B、基本原理 C、目标体系 D、情感态度

39、一般而言，中学英语单元教材可以分为三大系统，它们主次分明，_______是源，作业系统和图表系统是流，三者相辅相成。

A、非文本系统 B、主题系统 C、知识结构系统 D、文本符号系统

40. 英语与汉语不尽相同，英语是_______。就英语阅读过程而言，阅读首先是个体把文字符号转换为语音码的过程;其次，英语语音与字母或字母组合有着相对的对应关系 ，其语音操作由语义潜势;其三，Baddeley 的研究表明，语音是短时工作记忆的载体。

A、语言符号系统 B、音节文字系统 C、拼音文字系统 D、表意文字系统

41.Austin和Searle的理论是任务型教学语研究一个十分重要的理论来源。 Searle认为，语言交际单位不是单词或句子等语言单位，而是_______。

A. 语言行为 B. 言语行为 C. 文字符号 D.心理表征

42. There are two general rules for giving instructions; they must be kept as simple as possible, and they must be _______.

A. logical B. feasible C. authentic D. natural

第二节：填空题(共5小题;每小题1分，满分5分)。

43. Theory is ______ in the practice of language teaching. It reveals itself in the assumptions underlying practice, in the planning of a course of study, in the routines of the classroom, in the value judgements about language teaching, and in the decisions that the language teacher has to make day by day.

44. The ______ view of language sees language as a linguistic system made up of various subsystems: the sound system (phonology); the discrete units of meaning produced by sound combinations (morphology); and the system of combining units of meaning for communication (syntax).

45. ____ learning emphasizes the task rather than the language in learning process.

46. PPP stands for Presentation, Practice and _____. In PPP method classes or sequences, the teacher presents the context and situation for the language, and both explains and demonstrates the meaning and form of the new language. The students then practice making sentences before going on to another stage in which they talk or write more freely.

47.The _____ theory of language learning was initiated by the psychologist Skinner, who applied Watson and Raynor’s theory of conditioning to the way humans acquire languages

第三节：简答题(共3小题;每小题5分，满分15分)。

48.英语教学设计既是一门艺术，又是一门科学。其设计过程的科学性应该体现在那些方面?

49.什么是教学模式?请举典型例子说明。

51.为什么说英语语法教学是基于语法学习而存在的?

第四节：论述题(1题，满分15分)。

52.论英语阅读教学中生词量和语法难易度控制，并举例说明。

二.参考答案：

第一部分：中学英语学科教学内容

第一节：单项选择填空 从每题所给的A、B、C、D四个选项中，选出最佳选项(共5小题;每小题1分，满分5分)。

1.A. information 2、B. Neither 3、A. Accessible 4、C. It 5、C. have been working

第二节：翻译题 把下面的句子翻译成为英文(共5小题;每小题1分，满分5分)

6. 几经周折，我才在一家金矿找到一份工作。

(After trying hard, I got a job in a gold mine.)

7.那时这被认为是一次技术革命，也是我人工智能研究的开始。

(At that time, it was considered a technological revolution and the start of my study of artificial inteligence.)

8.到了这个时候，他的餐馆本该宾客盈门。

(By now his restaurant ought to be full of poeple.)

9. 昨天我们见了面，我做自我介绍时，他靠得很近。

(When we met yesterday, he moved close to me as I introduced myself.)

10.事情得经过时这样的。

(This is how the story goes.)

第三节;完形填空 阅读下面短文，掌握其大意，然后从各题所给的四个选项中，选出最佳选项。(共10小题;每小题1分，满分10分)

11. B. began，12. A. breakfast，13.D. strict，14. A. caught，15.B. declared，16.B. broken-hearted，17. A. stand，18. B. none，19. A. surprise，20.C. wish

第四节：书面表达(1题，满分10分)。

21.书面表达(参考答案)

Dear sir,

I’m writing to request a valuable chance to be one of the host families for the Canadian students. We have a large and clean house, which lies in a beautiful area of the city. I’m good at English and my parents know some English as well, so I’m sure we won’t have any difficulty communicating with English speakers. My father is an excellent driver and we will be very glad to show foreign students around some nearby places of interest in our own car. Last month we received two Korean students. We had a wonderful time. Besides, my mother cooks well; therefore, the students will be able to enjoy delicious Chinese food. What’s more, I have been to Canada as an exchanged student for one year. As a consequence, I know the Canadian culture and manners well. I would greatly appreciate it if I could have the chance to make friends with them. Looking forward to your reply.

第二部分：高等学校对应于中学英语学科教学内容

第一节：单项选择 从每题所给的A、B、C、D四个选项中，选出最佳选项(共5小题;每小题1分，满分5分)。

22、C，23、D，24、A，25、B，26、C

第二节：翻译(1题，满分5分)

27、参考译文：

一名骑摩托车的男子在大街上超速行驶，警官将他拦了下来。“警官，我…”男子辩解说，“听我解释-”“你闭嘴!”警官喝道：“等长官回来，我让你到监狱里去反省!”“警官，我是说-”“我叫你闭嘴!你等着进监狱吧!”。几小时以后，警官给罪犯做笔录的时候说：“你挺走运的，今天他女儿结婚。长官回来一定心情不错。”“甭指望了，”嫌犯说：“我是新郎，他是我岳父。”

第三节：阅读理解 阅读下面的短文，从每题所给的四个选项A、B、C和D中，选出最佳选项(共10小题;每小题1分，满分10分)。

28、B，29、C，30、A，31、B，32、D，33、B，34、D，35、B，36、D，37、A

第四节：写作(1题;满分10分)

38.On oil price increase

In recent years, the international oil price has skyrocketed, and the price keeps going up. The price rising will have a tremendous influence on the life of the common people.

First, the unstable oil price will threaten social stability. As we know, oil is very essential to national economy thus it is often called “the blood of industry”. All the nations all over the world give much emphasis on oil. If oil price keeps increasing, the countries will fight more fiercely to take control of the limited oil resources in the world, and then there will be more dispute, fights or even wars. If this happens, people throughout the world can not lead a peaceful life any longer.

Second, the oil price rising will increase the living cost of people. Crude oil provides not only the traffic fuel, but also raw materials for many other products. If the oil price goes up, then the prices of the oil byproducts will also rise, including some life necessities materials such as synthetic fiber, the material for clothes. Thus people have to pay much more for those necessities, which will heavy many people’s life burden.

Some people hold the opinion that the increase in oil price has nothing to do with their lives, but it is not the case. The rising in oil price has great influence on any people, rich or poor, car owners or those who don’t possess cars. Considering the significant influence of the oil price ring, we should take measures to control it in case it causes turmoil in the whole world.

第三部分：中学英语学科课程与教学论

第一节：单项选择 从每题所给的A、B、C、D四个选项中，选出最佳选项(共5小题;每小题1分，满分5分)。

39、D、40、B、41、C、42、B. 43、A.

第二节：填空题 (共5小题;每小题1分，满分5分)。

44. implicit，45. structural，46.Task-based，47. Production，48.behaviourist

第三节：简答题 (3小题，每题5分，满分15分)

49.英语教学设计过程的科学性首先体现在设计者必须正确运用教育思想和英语教学原理，以先进的教育思想、教学理念和教学理论指导教学设计，融教育和教学原理于英语教学设计之中。其次，设计的科学性也体现在设计者对英语课程与教材的理解和认识之中。再次，英语教学设计的科学性也在体现在设计者对学习主体的认识上，如学生的学习动机、学习经验和基础社设计者首先要考虑的问题。

50.教学模式是以教学思想、教学理论为根据而建构起来的模型或范式。典型的教学模式有夸美纽斯的观察-记忆-理解-练习模式;布鲁姆的掌握学习模式等。

51.从学习者知识表征来看，英语语法是显性语言规则的内部心理表征;从教学的视角来看，英语语法通过教学表征才能实现学生语法学习的心理表征。就英语语法学习过程而言，英语语法教学必然是意义彰显，内涵丰富，但又是非常复杂的社会和心理过程。因此，英语语法教学是基于语法学习的存在。

第四节：论述题(1题，满分15分)

52.论英语阅读教学中生词量和语法难易度控制，并举例说明。

对中小学生而言，英语阅读既是意义事件，又是语言事件。生词量和语法难易度是衡量语篇可读性的重要指标，于是，生词量和语法难易度成了英语教材编制和阅读教学的重要参数。英语生词量的多寡，语法难易度的高低直接影响着读者对篇章的理解和语义建构，也影响着个体语言能力的发展。过多的生词和过难的语法项目使语篇理解变得更加困难，甚至使语篇语义无法建构。

不同类型的阅读有不同的生词量要求和标准。一般来说，作为精读课阅读语篇的生词量一般低于有效阅读词汇总量的3%;作为泛读阅读语篇的生词量一般低于有效阅读词汇总量的1%。如果教材的生词总量过大，首先，教师应在教学中适当增加阅读量，以便降低阅读的生词量，减少有生词量过大而造成的阅读障碍;其次，根据生词的难易度和频度，把英语词汇的记忆与理解融进听、说、读、写、译等语言活动之中。从而减轻学生记忆上的负担，提高学习效率。

语法难易度也是英语阅读与阅读教学不可忽视的问题。语法既是英语语言功能的存在，又是元语言功能的存在。教学中教师要根据学生学习的基础和经验分析语法项目的可学性，由浅入深，由易至难，由简单到复杂，循序渐进，控制英语语法教学中的难度。让学生在例示中理解和感知语法规则，在句子和语篇中操练语法规则，在不同的语言活动中提炼语法意识。

语言是意义和结构的结合体，语言学习和发展总是与结构和意义相伴而行。通过阅读学习英语语法，以阅读控制语法难度，体悟语法意义和功能，提炼学生的语法意识，又以语法学习促进学生英语阅读能力的发展，使英语语法学习与阅读技能的发展相得益彰不失为英语语法学习的有效途径。(考生必须举例说明)

VI.附录：

第一部分：中学英语教学内容

(一) 语法项目

1.名词：可数名词及其单复数、不可数名词、专有名词、名词所有格

2.代词：人称代词、物主代词、反身代词、指示代词、不定代词、疑问代词

3.数词：基数词、序数词

4.介词和介词短语

5.连词

6.形容词(比较级和最高级)

7.副词(比较级和最高级)

8.冠词

9.动词：动词的基本形式、系动词、及物动词和不及物动词、助动词、情态动词

10.时态：一般现在时、一般过去时、一般将来时、现在进行时、过去进行时、过去将来时、将来进行时、现在完成时、过去完成时、现在完成进行时。

11.语态：主动语态、被动语态

12.非谓语动词：动词不定式、动名词、现在分词、过去分词

13.构词法：合成法、派生法、转化法

14.句子种类：陈述句、祈使句、疑问句、感叹句

15.句子成分：主语、谓语、表语、宾语、定语、状语、补语

16.简单句的基本句型

17.主谓一致

18.并列复合句

19.主从复合句：宾语从句、状语从句、定语从句、主语从句、表语从句

20.间接引语

21.倒装

22.强调句

23虚拟语气

(二)词汇

1.初级中学英语课程标准要求掌握的词汇

2.普通高级中学英语课程标准要求掌握的词汇

(三)话题项目

1.日常的生活话题

2.文化与社会话题

3.自然与科学话题

第二部分：高等教育对应于中学英语学科教学内容

(一)基础英语

1.英语国家文化传统、风俗习惯;

2.中美文化的共性和特性、

3.英语语言的相关知识如英语的多样性、

4.旅游和文化的关系、

5.基督教的概况、

6.社会问题和弱势群体、

7.与文化相关词汇的学习和基于文化的听、说、读、写、译。

(二)英语写作基础

1.写作规范

2.标点符号的使用

3.词语的选择:词语的抽象和具体、词语的层次和意义、成语与习语、修辞格的运用

4.句子的使用

5.段落写作：段落要求、段落组织的常用方法

6.短文写作：便条格式、书信格式和逻辑条理、议论文的审题

7.描写文

8.记述文

9.议论文(讲授、练习、讨论、讲评)

10.演讲文和辩论文

11.说明文

12.多视角写作和创造性写作：儿歌、绕口令、诗歌、歌词、散文、小说

(三)英语语法

1.词类及用法

2.句子种类及结构

3.语篇结构及知识

(四)英美概况

1.了解主要英语国家(美国、英国、澳大利亚、加拿大、新西兰)的历史。

2.了解主要英语国家地理。

3.了解主要英语国家政治。

4.了解主要英语国家风土人情等文化背景知识

5.能通过与中国文化的比较，理解文化共性与个性，提高对语言文化内在关系的认识

(五)高级阅读

1.了解不同体裁(说明文、描写文、叙述文和议论文)作品的特征。

2.掌握其中所采用的不同写作手法、词汇和谋篇布局手段。如，说明文中类比法、说明文中原因分析法、举例法、议论文中归纳法、叙述文中表达时间顺序词语的使用。

3.短篇小说的写作手法和正文写作，及文章收尾技巧;

(六)翻译技巧

1.英汉与汉英的翻译基本知识及过程

2.词语、句子和语篇翻译的方法

3.翻译单位与语篇分析

4.翻译的语言对比规律

5.翻译的基本技巧

6.克服翻译症

7.文体与翻译

8.翻译中的文化意识

9.忠实与叛逆

10.工具书的选择与运用

(七)英美文学

1.盎格鲁-萨克逊文学 (Anglo-Saxon Literature)：盎格鲁-萨克逊诗歌 (Anglo Saxon Poetry)、Pagan Poetry • Beowulf、 Religious Poetry •Caedmon and Cynewulf、中世纪文学等。

2.中世纪文学 (Medieval Literature)：《坎特伯雷故事集》。

3、英国文艺复兴 (English Renaissance);莎士比亚悲剧、戏剧和十四行诗、文艺复兴戏剧、

文艺复兴诗歌 (Poetry)、文艺复兴散文 (Essays)

4.十七世纪文学 (17th Century Literature)：十七世纪诗歌 (Poetry)、十七世纪小说 (Fiction)

5.十八世纪文学 (18th Century Literature)：新古典主义(Neoclassicism) 、感伤主义 (Sentimentalism) 、十八世纪小说 (Fiction)：现实主义小说 (Realistic Fiction)、十八世纪诗歌、十八世纪戏剧。

6，英国浪漫主义 (English Romanticism)、浪漫主义诗歌 (Romantic Poetry)、浪漫主义时期的小说创作。

7.维多利亚文学 (Victorian Literature)、现实主义小说 (Realistic/Psychological/Naturalistic Fiction)、维多利亚时期的诗歌创作、维多利亚时期的戏剧创作。

8.二十世纪初期的英国文学(Early Twentieth Century Literature)、现实主义文学、现代主义文学。

9.The Literature of Colonial and Revolutionary America

10.The Literature of Romanticism: Early Romantics

11.The American Literature of Realism

12.Naturalism

13.Twentieth Century Literature

(八)语言学

1.音系学：语音学部分包括两种标音法，元音和辅音的分类。音系学部分包括语音学和音系学的区别，音位、音位变体、互补分布和最小对立体的概念，音系规则和超音位特征。

3. 词形学：派生词素和屈折词素，合成词。

4. 句法学：范畴的概念，短语规则，短语成分，句子构成规则和转换规则。

5. 语义学：语义，词汇意义，语义结构，语义分析，语义成分分析法定义。

6. 语用学：言语行为理论和会话原则。

7. 语言的变化：语言词汇的变化,变化的趋势和产生语言变化的原因。

8. 语言与社会：语言的变体。

9. 语言与文化：文化的概念，语言与文化的关系，文化教学的意义和跨文化交际。

10.语言习得和二语习得：母语习得理论，语言环境和语言习得关键期假设;对比分析，错误分析，中介语，二语习得中母语的作用，二语学习模式和语言输入假设，及学习者个性差异。