practise是什么意思教师招聘中学英语专业知识大纲及样卷

2021年1月6日发(作者：吕应中)
教师招聘考试中学英语学科考试说明


Ⅰ、考试性质
教师招聘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 教师招聘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

教师招聘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< br>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

中 学英语教师招聘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

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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）

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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

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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：


4
内容
第一部分：
中学学科教学内容
节
一
二
三
四
题量
5
5
10
1
5
1
10
1
5
5
3
1
52
计分
5
5
每个部分分值

30
10
10
5
5
10
10
5
5
40
15
15
100 100

30
第二部分：
高等教育对应于中学英
语学科教学内容
一
二
三
四
第三部分：
英语学科课程与教学理
论内容
一
二
三
四
总计 12

V、参考试卷及答案

一．参考试卷

教授招聘考试中学英语学科考试试题

（样卷）

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

5
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
12. A. breakfast
13. A. patient
14. A. caught
15. A. noticed
16. A. open-hearted
17. A. stand
18. A. some
19. A. surprise`

B. began
B. lunch
B. satisfied
B. took
B. declared
B. broken-hearted
B. understand
B. none
B. regret
6

C. hated
C. dinner
C. angry
C. held
C. explained
C. light-hearted
C. remember
C. many
C. sorrow









D. avoided
D. break
D. strict
D. kept
D. doubted
D. warm-hearted
D. find
D. one
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
语言优势
接待经验
参观游览
其他
宽敞，整洁，环境优美
擅长英语，父母也懂英语，不会有交流困难
上个月刚刚接待过两名美国学生
父亲可驾车陪同参观附近的名胜
??（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；< br>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．

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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 na?ve 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

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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 na?ve 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

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