天津市2016年5月教师资格证初中层次英语能力考试

考试地点：是按区分布的
考试时间：一般是五月末，六月初就出成绩
考试内容：第一题：根据所给文章上下文与首字母填空（难度：★★★★★）
第二题：完形填空（难度：★★★）
第三题：阅读理解（难度：★★★）
第四题：作文（16年的作文题是根据所给英文信息写
pizza店的广告120字左右）（难度：★★）
第五题：根据所给单词与文章上下文填写出单词的正确
形式（难度：★★★★）
第六题：写教案复印了一页课文（who owns English?
这一课）写一份45分钟的中文教案。

（难度：★★
★）
Tips:1.考试不用填图答题卡，带上水笔就好了。

2.初中层次准备考试按照六级难度准备就行，看看中考高考题，
小学的话看看四级好了。

另附1：2014年天津教师资格证初中英语能力测试考试的题型
附2：2010教学能力测试真题
完型填空
Buster Brown was a thief and a good one, he thought. He’d never been caught by the police be cause he never 16 he was always prepared for any unforeseen event or
emergence.
Confidently, he stood outside the 17 of his intended 18 and read the sign on the front gate. “don’t worry about the dog but he19 of the owner!” it said. Buster smiled and found his way 20.
The house looked quite normal outside, but inside it was very 21 with fascinating objects on 22. as he began putting them into his bag, a 23 came into the room. It stopped 24 seeing buster, and then went over to him, 25 his open hand. “good boy,” buster whispered. “What a great 26 dog you—trying to lick me to death.”
Satisfied he’d made27 with the dog, buster began to walk around the house, choosing 28 to put in his bag. His skilled eyes 29 only the best antiques: a pair fo silver candleholders, a silver tea-and-coffee service, etc. his new friend, the dog, sat and watched, as if 30 what was happening.
“well, boy,” Buster whispered finally. “That might do. Any more 31 I won’t be able to carry it!” he swung the heavy bag onto his shoulder, just as the lights came on, nearly 32 him. He covered his eyes with his hand.
You’re a very silly person,” the 33 in the doorway said, his voice dry as dust,. As the man came closer, buster could see he was well dressed. His face seemed familiar, but buster couldn’t quite34 where he had seen him before.
“you should have taken more notice of the sign outside, “ the man shouted. “I knew about this at tempted robbery last week and I also know you will end up
35 for 20 years. Fancy trying to rob the house of a world famous fortune teller!”
16. A. lost heart B. took chances c. held back D. gave up
17. A. roof B. office c house D. station
18. A friend B. chief c. volunteer D. victim
19. A. aware B. representative c. skeptical D. typical
20. A. cut B. down c. in D. up
21. A transparent B unusual c. ordinary D. rare
22. A display B occasion c. board D. shedule
23. A. man B. cat c. boy D. dog
24. A. until B. upon c. before D by
25. A. biting B. eating c. licking D. hitting
26. A. baby B. pet c guard D. guide
27. A. arrangements c. gold D. silver
29. A. picked up B. picked out c. stared at D glanced at
30.A wonder B. wondered c. wondering D. to wonder
31.A. or B. but c. and d. yet
32. A. deafening B injuring c. frightening D. blinding
33.A. figure B. shadow C ghost D. role
34.A. explain B. understand C. locate D. place
35.A. behind bars B. behind the curtain
C. behind the scenes
D. behind schedule
阅读题
It is natural for young people to critical of their parents at times and to blame them for most of the misunderstands between them. They have always complained more or less justly, that their parents are out of touch with modern ways; that they’re possessive and dominant;that they don’t trust their children to deal with crises that they talk too much about certain problems –and that they have no sense of humor, at least in parent-child’s relationships. I think it true that parents often underestimate their teenage children
and also forget how they themselves felt when young Young people often irritate their parents with choices in clothes and hairstyles, in entertainers and music. This is not their motive. They feel cut off from the adult world into which they have not yet been accepted. So they create a culture and society of their own. Then, if it turns out that their music or entertainers or vocabulary or clothes or hairstyles irritate their parents, this gives them additional enjoyment. They feel they are superior, at least in a small way, and that they are leaders in style and taste. Sometimes you are resistant and proud because you do not want your parents to approve of what you do. If they did approve, it looks as you are betraying your own age group. But in that case, you are assuming that you are the underdog: you can’t win but at least you can keep your honor. This is a passive way of looking at things. It is natural enough after long years of childhood, when you are completely under your parents’ control. But it ignores a fact that you are now beginning to be responsible for yourself. If you plan to control your life, co-operation can be part of that plan. You can charm other, esp your parents, into doing things the way you want. You can impress others with your sense of responsibility and initiative; so that they will give
you the authority to so what you want to do.
36. the author is primarily addressing__-.
A. parents of teenager b. newspaper readers c. those who give advice to teenagers d. teenagers
37 the first paragraph is mainly about ___
a. the teenager’s criticism of their parents
b. misunderstandings between teenagers and their parents
c. the dominance of the parents over their children
d. the teenagers’ ability to deal with crises
38. teenagers tend to have strange clothes and hairstyles because they____
A. want to show their existence by creating a culture of their own
B. have a strong desire to be leaders in style and taste
C. have no other way to enjoy themselves better
D. want to irritate their parents
39. teenagers do not want their parents to approve of whatever they do because they___.
A. have already been accepted into the adult world
B. feel that they are superior in a small way to the adults D. are not likely to win over the adults
C. have a desire to be independent
40. to improve parent-child’s relationships, teenagers are advised to be ___.
A. obedient
B. responsible
C. co-operative
D. independent
Reading and writing
Several years ago, while attending a communication course, I experienced a most unsual process. The instructor asked us to list anything in our past that we felt ashamed of , regretted or imcomplete about and read our lists aloud.
This seemed like a very prive process, but there’s always some brave soul in the crowd who will volunteer. The instructor then suggested that we find ways to make an apology to people, or take some action to right any wrong doings. I was seriously wondering how this could ever improcve my communication.
Then the man next to me raised his hand and volunteered this story: “Making my list, I remembered an incident from high school. I grew up in a small town. There was a sheriff that none of us kids liked. One night, my two buddies and I decided to play a trick on him
After drinking a few beers, we climbed the tall water tank in the middle of the town, and wrote on the tank in bright red
paint: sherrif Brown if an s.o.b.( 0. the next daym, almost the whole town saw our glorious sign. Within two hours, Shriff Brown had us in his office. My friends told the truth but I lied. No one ever found out .”
“Nearly 20 years later, Sheriff Brown’s nam e appears on my list. I didn’t even known if he was still alive. Last weekend, I dialed the information center in my hometown and found there was a Toger Brown still listed. I tried his number. After a few rings, I heard, “Hello?” I said, “Sheriff Brown? Paused. “Yes.” “Well, this is Jimmy Calkins.”
“And I want you to know that I did it?” Paused. “I knew it!” he yelled back. We had a good laugh and a lively discussion. His closing words were:”Jimmy, I always felt bad for you because your buddies got it off their chest, but were carrying it around all these years. I want to thank you for calling me for your sake.”
Jimmy inspired me to clear up all 101 items on my list within two years, and I always rember what I learned from the course: it’s never too late to right the past wrongdoings.
1.What was the uneasy part of communication course
about for the writer?
2.please explain the underlined word “buddies” in
English
3.Please state on of your wrongdoings and how to right
it .
4.Why did Sheriff Brown pause twice before he could
carry on the telephone conversation?
5.What does the writer learn from the course?
附3：2011、2010天津教师资格证考试教学能力考试英语
英语在小学，初中，高中，三个层次基本是通用的，主要考核还是平常单词的积累，还有就是语法的运用。

一、考试目标
1．英语学科知识与能力
具有扎实的英语语言基础知识与语言能力；具备从事初中英语教学所需要的英语语言能力；能理解有关英语国家的语言、历史与文化等相关知识。

2．英语学科教学知识与能力
掌握外语教学基本理论、英语教学专业知识与国家英语课程标准内容等学科教学知识，并能用以指导初中英语教学。

3．英语学科教学设计能力
能够根据英语学科特点，针对初中学生的认知特点、语言水平与学习需要选择并设计合理的教学内容，形成完整合理的教学方案。

4．英语学科教学实施能力
理解初中英语课堂教学实施的基本原则与方法，具备实施语言课堂教学的基本能力；能够根据教学设计，结合教学实际情况，采用恰当的教学手段，引导学生进行有效学习。

5．英语学科教学评价知识与能力
了解初中英语课堂教学评价的基本知识与方法，能够对学生的语言学习进行恰当的评价；了解教学反思的基本方法与策略，能够对自己的课堂教学实践进行反思，提出改进的思路。

二、考试模块内容与要求
（一）语言知识与能力
1．掌握英语语言的基础知识，了解语言研究中与英语教学相关的基本概念与知识，并能在课堂教学中加以运用。

2．具有良好的英语语言运用能力，包括用英语进行书面表达、获取教学资源与信息、表达思想情感与与学生良好沟通的能力；能够筛选并改编适合初中学生英语水平的语言材料。

3．能够在语篇中理解英语国家的语言、历史与文学等相关的社会文化知识。

（二）语言教学知识与能力
1．了解外语教学基本理论，理解语言观、语言学习观、语言教学观等对初中英语教学的指导作用。

2．理解国家颁布的英语学科课程标准的目标内容（语言技能、语言知识、情感态度、学习策略与文化意识），以及课程标准的其他相关知识，并能在教学设计
与实施中运用。

3．掌握英语语言知识（语音、词汇、语法、语篇等）的教学基本原则、讲解与练习方法。

2011年小学英语真题：
书面表达
请用英文阐述电子贺卡的优越性，词数在100字左右。

教学方案设计
请你写出所附教材一课的教学方案设计。

Peter's family is in Beijing Hotel. They are going to stay there for a few days. The tour guide is telling them where they are going to visit. Peter: Where are we going to visit today?
Guide: We're going to visit the Great Wall this morning. And then the Ming Tombs this afternoon.
Peter's dad: Is the Great Wall far from here?
Guide: No. It's to the north of Beijing. The Ming Tombs are also to the north of Beijing.
Peter's mum: When are we going to the Summer Palace?
Guide: Tomorrow morning. The Summer Palace is very beautiful. There is a big lake and a lot of interesting places in it.
Peter: We can learn a lot the history of China.
2011年初中英语真题：
综合填空：Complete the passage with one of the words or expressions in the box. Change the form if necessary. Use a word or expression only once. Not all are to be used.
discover, Smart, work, book, many, take, at the end of, even, come in, big, spend, at the beginning of
One summer, a library in Texas was having a terrible problem. The number of books had grown too for the building and had to move to a new library across town. Everything was finished and paid for, but they they hadn’t left enough money to move their mountain of books there. the cheapest moving company was going to charge several hundred thousand dollars to pack and transfer the . What could they do? Finally one librarian had a bright idea. She said the move would all the summer and during that time, the library would be closed. Why not ask everyone to and borrow 20, 40 or
100 books? the summer they could return them to the new library.
教学方案设计：请根据所提供的语言材料，用中文写一篇1课时的教学设计方案。

In 1991, 1 spent five months in Niger. There were many things I found difficult about this place—the climate and beggars were my biggest complaints. One day, a friend and I headed for neighboring Burkina Faso to work in a health clinic. Arriving by taxi at our destination in Burkina, we began to unload. I had a large backpack and a smaller daypack. With my daypack between my legs, I reached for my larger piece of luggage. Out of the darkness, a motorbike with two men approached slowly. Without any warning, one of the men grabbed my daypack as the motorbike swept close by. Within seconds, the two were out of sight, swallowed up by the night. The bag had everything important to me, my passport, money and an airline ticket. I was in deep trouble. All I wanted was to leave this hell.
Then, walking through Burkina's streets the following week, I was stopped rudely by an old woman who stretched her hand in my face. "Chapeau (gift)! Chapeau!" she cried in French.
2011年高中英语真题：
My father was a foreman of a sugar-cane plantation in Rio Piedras, Puerto Rico. My first job was to drive the oxen that ploughed the cane fields. I would walk behind an ox, guiding him with a broomstick. For $ 1 a day, I worked eight hours straight, with no food breaks.
It was very tedious work, but it prepared me for life and taught me many lasting lessons. Because the plantation owners were always watching us, I had to be on time every day and work as hard as I could. I’ve never been late for any job since. I also learned about being respectful and faithful to the people you work for. More important, I earned my pay; it never entered my mind to say I was sick just because I didn’t want to work.
I was only six years old, but I was doing a man’s job. Our family needed every dollar we could make because my father never earned more than $ 18 a week. Our home was a three-room wooden shack with a dirty floor and no toilet. Nothing made me prouder than bringing home money to help my mother, father, two brothers and three sisters. This gave me self-esteem, one of the most important things a person can have. When I was seven, I got work at a golf course near our house. My job was to stand down the fairway and spot the balls as they landed, so the golfers could find them. Losing a ball meant you were fired, so I never missed one. Some nights I would lie in bed and dreamt of making
thousands of dollars by playing golf and being able to buy a bicycle.
. What was the writer’s first job?
_____________________________________________________________
. What does the underlined word “tedious” in Paragraph 2 mean in English?
_____________________________________________________________
. Do you like farm work? Why or why not? (Open)
_____________________________________________________________
教学方案设计：请根据所提供的语言材料，用中文写一篇1课时
Not being able to fall asleep or stay asleep is not a disorder in itself but a sign of some other problems, often a physical one.
If you have trouble sleeping, the America Sleep Disorders Association suggest that, for a week or two, you put down the time you go to bed, get up, exercise, and drink coffee, tea or wine. The purpose is to find the habits that may affect your sleep.
Then:
a. Don’t drink coffee in the six hours before going to bed.
b. Stop smoking and drinking at bedtime.
c. Don’t sleep during the day.
d. Go to bed at the same time every night. Set your alarm clock for
the same time every morning and get up at that time, whether or not you have slept well.
e. Use the bedroom only for sleep. Read, watch TV, eat and talk elsewhere.
f. Take sleepi ng pills according to your doctor’s directions and don’t take them longer than three weeks at a time.
g. If you haven’t fallen asleep within 15 minutes after going to bed, don’t turn over worrying about it. Get up and read or watch TV until you are sleepy. Then return to bed.
2010教学能力测试真题
完型填空
Buster Brown was a thief and a good one, he thought.
He’d never been caught by the police because he never
16 he was always prepared for any unforeseen event or emergence.
Confidently, he stood outside the 17 of his intended 18 and read the sign on the front gate. “don’t worry about the dog but he19 of the owner!”
it said. Buster smiled and found his way 20.
The house looked quite normal outside, but inside it was
very 21 with fascinating objects on 22. as he
began putting them into his bag, a 23 came into the
room. It stopped 24 seeing buster, and then went over to him, 25 his open hand. “good boy,” buster whispered. “What a great 26 dog you—trying to lick me to death.”
Satisfied he’d made27 with the dog, buster began to walk around the house, choosing 28 to put in his bag. His skilled eyes 29 only the best antiques: a pair fo silver candleholders, a silver tea-and-coffee service, etc. his new friend, the dog, sat and watched, as if 30 what was happening.
“well, boy,” Buster whispered finally. “That might do. Any more 31 I won’t be able to carry it!” he swung the heavy bag onto his shoulder, just as the lights came on, nearly 32 him. He covered his eyes with his hand.
You’re a very silly person,” the 33 in the doorway said, his voice dry as dust,. As the man came closer, buster could see he was well dressed. His face seemed familiar, but buster couldn’t quite 34 where he had seen him before.
“you should have taken more notice of the sign outside, “ the man shouted. “I knew about this attempted robbery last week and I also know you will end up
35 for 20 years. Fancy trying to rob the house of a world famous fortune teller!”
16. A. lost heart B. took chances c. held back D. gave up
17. A. roof B. office c house D. station
18. A friend B. chief c. volunteer D. victim
19. A. aware B. representative c. skeptical D. typical
20. A. cut B. down c. in D. up
21. A transparent B unusual c. ordinary D. rare
22. A display B occasion c. board D. shedule
23. A. man B. cat c. boy D. dog
24. A. until B. upon c. before D by
25. A. biting B. eating c. licking D. hitting
26. A. baby B. pet c guard D. guide
27. A. arrangements c. gold D. silver
29. A. picked up B. picked out c. stared at D glanced at
30.A wonder B. wondered c. wondering D. to wonder
31.A. or B. but c. and d. yet
32. A. deafening B injuring c. frightening D. blinding
33.A. figure B. shadow C ghost D. role
34.A. explain B. understand C. locate D. place
35.A. behind bars B. behind the curtain
C. behind the scenes
D. behind schedule
阅读题
It is natural for young people to critical of their parents at times and to blame them for most of the misunderstands between them. They have always complained more or less justly, that their parents are out of touch with modern ways; that the y’re possessive and dominant;that they don’t trust their children to deal with crises that they talk too much about certain problems –and that they have no sense of humor, at least in parent-child’s relationships. I think it true that parents often underestimate their teenage children and also forget how they themselves felt when young Young people often irritate their parents with choices in clothes and hairstyles, in entertainers and music. This is not their motive. They feel cut off from the adult world into which they have not yet been accepted. So they create a culture and society of their own. Then, if it turns out that their music or entertainers or vocabulary or clothes or hairstyles irritate their parents, this gives them additional enjoyment. They feel
they are superior, at least in a small way, and that they are leaders in style and taste. Sometimes you are resistant and proud because you do not want your parents to approve of what you do. If they did approve, it looks as you are betraying your own age group. But in that case, you are assuming that you are the underdog: you can’t win but at least you can keep your honor. This is a passive way of looking at things. It is natural enough after long years of childhood, when you are completely under you r parents’ control. But it ignores a fact that you are now beginning to be responsible for yourself. If you plan to control your life, co-operation can be part of that plan. You can charm other, esp your parents, into doing things the way you want. You can impress others with your sense of responsibility and initiative; so that they will give you the authority to so what you want to do.
36. the author is primarily addressing__-.
A. parents of teenager b. newspaper readers c. those who give advice to teenagers d. teenagers
37 the first paragraph is mainly about ___
a. the teenager’s criticism of their parents
b. misunderstandings between teenagers and their parents
c. the dominance of the parents over their children
d. the
teenagers’ ability to dea l with crises
38. teenagers tend to have strange clothes and hairstyles because they____
A. want to show their existence by creating a culture of their own
B. have a strong desire to be leaders in style and taste
C. have no other way to enjoy themselves better
D. want to irritate their parents
39. teenagers do not want their parents to approve of whatever they do because they___.
A. have already been accepted into the adult world
B. feel that they are superior in a small way to the adults D. are not likely to win over the adults
C. have a desire to be independent
40. to improve parent-child’s relationships, teenagers are advised to be ___.
A. obedient
B. responsible
C. co-operative
D. independent
Reading and writing
Several years ago, while attending a communication course, I experienced a most unsual process. The instructor asked us to list anything in our past that we felt ashamed of ,
regretted or imcomplete about and read our lists aloud.
This seemed like a very prive process, but the re’s always some brave soul in the crowd who will volunteer. The instructor then suggested that we find ways to make an apology to people, or take some action to right any wrong doings. I was seriously wondering how this could ever improcve my communication.
Then the man next to me raised his hand and volunteered this story: “Making my list, I remembered an incident from high school. I grew up in a small town. There was a sheriff that none of us kids liked. One night, my two buddies and I decided to play a trick on him
After drinking a few beers, we climbed the tall water tank in the middle of the town, and wrote on the tank in bright red paint: sherrif Brown if an s.o.b.( 0. the next daym, almost the whole town saw our glorious sign. Within two hours, Shriff Brown had us in his office. My friends told the truth but I lied. No one ever found out .”
“Nearly 20 years later, Sheriff Brown’s name appears on my list. I didn’t even known if he was still alive. Last weekend, I dialed the information center in my hometown and found there was a Toger Brown still listed. I tried his
number. After a few rings, I heard, “Hello?” I said, “Sheriff Brown? Paused. “Yes.” “Well, this is Jimmy Calkins.”
“And I want you to know that I did it?” Paused. “I knew it!” he yelle d back. We had a good laugh and a lively discussion. His closing words were:”Jimmy, I always felt bad for you because your buddies got it off their chest, but were carrying it around all these years. I want to thank you for calling me for your sake.”
Jimmy inspired me to clear up all 101 items on my list within two years, and I always rember what I learned from the course: it’s never too late to right the past wrongdoings.
6.What was the uneasy part of communication course
about for the writer?
7.please explain the underlined word “buddies” in
English
8.Please state on of your wrongdoings and how to right it .
9.Why did Sheriff Brown pause twice before he could
carry on the telephone conversation?
10.What does the writer learn from the course?
III．教学设计
教学设计题：根据所提供的信息与语言素材进行教学设计，本题用英文作答。

设计任务：阅读以下信息与语言素材。

假设你将利用此语言素材提高学生的口语能力，请根据学生情况设计针对此素材的教学目标，以及实现该目标的课堂活动。

学生概况：本班为中等城市普通学校初中二年级的学生，班级人数为40人。

多数学生已具备初步的英语语言能力。

学生能够积极参与课堂活动，合作意识较强。

教学时间：45分钟。

教学设计需包括：
•教学目标；
•教学步骤及设计意图；
•教学活动方式、具体内容及设计意图；
•教学时间规划；
•学习评价。

语言素材：(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
附4：
2016教师资格笔试备考：初中英语教案该如何备考？
2016年01月13日13:40:41 来源：宁夏中公教育全国教师资格统考英语学科知识与教学能力，考生感到最吃力的部分很可能就是教学设计这一题型了。

这一题分值较大，有40分，且很多考教师资格证的考生没有经过专业写教案的培训，所以对于如何设计符合要求的教学设计，不少考生还不是很清晰。

接下来中公资深讲师主要与大家分享一下我们该如何准备备考这一题型。

首先，需要了解教案的基本构成要素。

大家在很多书上或者网络资源上已经了解教案的基本构成，但是由于版本不一，花样繁多，所以很多考生不太了解教案的通用模板，所以这里教师简单与大家说一下。

一般来说，教学设计可以包括：Teaching topic, Teaching aims, Teaching key and difficult pints, Teaching aids, Teaching procedures, Blackboard design and Teaching reflection. 需要注意的是，并不是以上所列举的每一点都必须包括，比如teaching
aids，当课程中真正用到了辅助教具的时候，我们才写，但是如果没有用到，那么这一点是可以省略的。

其次，需要了解初中英语教师资格笔试的时候可能会出现的课型。

这一点非常重要，因为不同的课型我们在进行教学设计的时候会有不同的重点表达，而且在教学过程这一块可能需要不同的模板来呈现，所以考生需要了解每一种课型其教案的特点，这样才能在考试的时候根据所给的材料与要求，有针对性地给出教学设计。

再次，可以提前了解教材。

考生在备考这一块的时候可以以人教版英语教材为主版，了解下教材，因为很多真题就是从教材中抽取出来的。

提前了解教材，可以增加对教材的熟知，也就是增加对考题形式的熟知。

除此之外，在了解教材的时候可以多关注教材的前后联系，尤其是语法的前后联系，这样对自己写教案时旧知识的灵活运用很有帮助。

最后，找不同课型的教材模拟设计。

以上的准备工作都是理论上的，但是要想真正掌握如何写教案，并且发现自己的问题，那还要自己亲身去实践。

有条件的同学也可以找相关教师指导，这样可以快速发现问题，获得进步。

以上几点是初中教师资格笔试英语教学设计备考的一些建议，由于这些内容平时对于没有经验的考生来说是很陌生的，所以在备考的时候就需要格外注意，这样才能稳稳地拿到分数。

附5：国家教师资格大纲
《英语学科知识与教学能力》（初级中学）
一、考试目标
1．英语学科知识与能力
具有扎实的英语语言基础知识与语言能力；具备从事初中英语教学所需要的英语语言能力；能理解有关英语国家的语言、历史与文化等相关知识。

2．英语学科教学知识与能力
掌握外语教学基本理论、英语教学专业知识与国家英语课程标准内容等学科教学知识，并能用以指导初中英语教学。

3．英语学科教学设计能力
能够根据英语学科特点，针对初中学生的认知特点、语言水平与学习需要选择并设计合理的教学内容，形成完整合理的教学方案。

4．英语学科教学实施能力
理解初中英语课堂教学实施的基本原则与方法，具备实施语言课堂教学的基本能力；能够根据教学设计，结合教学实际情况，采用恰当的教学手段，引导学生进行有效学习。

5．英语学科教学评价知识与能力
了解初中英语课堂教学评价的基本知识与方法，能够对学生的语言学习进行恰当的评价；了解教学反思的基本方法与策略，能够对自己的课堂教学实践进行反思，提出改进的思路。

二、考试模块内容与要求
（一）语言知识与能力
1．掌握英语语言的基础知识，了解语言研究中与英语教学相关的基本概念与知识，并能在课堂教学中加以运用。

2．具有良好的英语语言运用能力，包括用英语进行书面表达、获取教学资源与信息、表达思想情感与与学生良好沟通的能力；能够筛选并改编适合初中学生英语水平的语言材料。

3．能够在语篇中理解英语国家的语言、历史与文学等相关的社会文化知识。

（二）语言教学知识与能力
1．了解外语教学基本理论，理解语言观、语言学习观、语言教学观等对初中英语教学的指导作用。

2．理解《义务教育英语课程标准（2011年版）》的目标内容（语言技能、语言知识、情感态度、学习策略与文化意识），以及课程标准的其他相关知识，并能在教学设计与实施中运用。

3．掌握英语语言知识（语音、词汇、语法、语篇等）的教学基本原则、讲解与练习方法。

4．掌握英语语言技能（听、说、读、写）的教学原则与训练方法。

5．能结合中外社会文化语境，设计并实施英语知识与技能的教学与训练。

（三）教学设计
1．了解初中学生的认知特点、已有的英语知识、语言能力与学习需求，能够说明教学内容与学生已学知识之间的联系。

2．理解课程标准的目标要求，能够根据学生的特点选择恰当的教学内容。

3．能够根据教学内容与学生特点设定合理、明确与具体的教学目标。

4．能够根据教学目标创设相关的教学情景，设计有效的教学活动，安排合理的教学过程，筛选适当的辅助教学材料。

5．能够根据教学内容与教学过程，设计有效的学习评估活动。

（四）教学实施与评价
1．掌握英语课堂教学的基本步骤与方法，能够创设教学情景，激发学习动机，引导学生参与语言学习活动。

2．掌握指导学生学习的方法与策略，能依据英语学科与学生的特点，根据教学实际情况，恰当地运用语言讲解、练习、提问、反馈等方法，帮助学生有效学习。

3．掌握课堂管理的基本方法，熟悉课堂活动的常用组织形式，能在教学活动中以学生为中心组织教学，能在课堂教学的不同阶段发挥教师的作用。

4．掌握课堂总结的方法，能适时地对教学内容进行归纳、总结与评价，科学合理地布置作业。

5．掌握基本的现代教育技术，能够针对不同的教学内容与教学目标，整合多种资源，选择恰当的辅助教学手段进行有效教学。

6．了解形成性评价与终结性评价的知识与方法，并在初中英语教学中合理运用。

7．了解教学案例评析的基本方法，能够对教学案例进行评价。

8．了解教学反思的基本方法与策略，能够对自己的教学过程进行反思并提出改进思路。

三、试卷结构
四、题型示例
I．语言知识与能力
1．单项选择题（语言知识）
（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．单项选择题（阅读理解）
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。