Abstract: English-language elements have frequently appeared in History Test of China’s National College Entrance Examination over the past two decades. The elements primarily manifest as English common nouns, proper nouns, abbreviations, noun phrases, or sentences. These either interleaved with Chinese as the elements embedded in texts, or presented in illustrations as they appeared in graphics. These elements originate from distinct sources and relate to problem-solving in three ways: sufficient conditions, necessary conditions, or irrelevant factors. The New History Curriculum Standards for High School emphasize broad international perspectives and the philosophy of promoting learning and teaching through testing. Consequently, such elements significantly enhance teachers’ and students’ core competencies and expand their historical horizons. Teachers should grasp the deeper implications of such test design, transform teaching philosophies, monitor material trends, and improve teaching methods. However, there are questions which still require discussion regarding standardizing citation formats of English-language elements. Therefore, mixed Chinese-English expressions can be avoided so that examination fairness can be ensured.