教师资格证考试下初中英语真题.docx

教师资格证考试下初中英语真题.docx

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教师资格证考试下初中英语真题

2018年下半年中小学教师资格考试

英语学科知识与教学能力试题（初级中学）

注意事项

1．考试时间120分钟，满分150分。

2．请按規定在答题卡上填涂、作答。

在试卷上作答无效，不予评分。

一、单项选择题（本大题共30小题，每小题2分，共60分）

在每小题列出的四个备选项中选择一个最佳答案，请用2B铅笔把答题卡上对应题目的答案字母按要求涂黑。

错选、多选或未选均无分。

1．Which of the following underlined parts is different from others in pronunciation?

A．wished

B．jumped

C．kissed

D．waited

2．Which of the following shows the general intonation pattern in a complex sentence?

A．When I started my↗career there was no↗unemployment．

B．When I started my↗career there was no↘unemployment．

C．When I started my↘career there was no↗unemployment．

D When I started my↘career there was no↘unemployment．

3．All theSSSin this school are taught by the same teacher．

A．six-year-olds

B.six-years-old

C.C．six-year-old

D.D．six-years-olds

E.4．The risk of infection for that patient hasn’t diminished after the operation．SSS，

F.it hasincreased．

G.A．On the whole

H.B．On the contrary

I.C．On the average

J.D．On the other hand

K.5．Testing is still a usual meansSSSwhich students’ progress is measured．

L.A．in

M.B．at

N.C．of

O.D．by

P.6．Many peopleSSSin the project at both research and editing stages and we would liketo thank them all here．

Q.A．have involved

R.B．have been involved

S.C．having involved

T.D．having been involved

U.7．Only untilvery recentlySSSpossible that grammarians are able to make accuratestatements about the rules of some languages．

V.A．hasit been

W.B．it has been

X.was it

Y.D．it was

ZZ.8．This is notSSSthey had expected after years of painstaking research．

A.a result as bad as

B.B．as a result as bad

C.C．as bad as a result

D.D．as bad a result as

E.9．Which of the following words is formed through derivation?

F.A．students

G.B．shorter

H.C．bought

AA.insanity

BB.10．The utterance"Now，correct me ifI’m wrong… " suggests that people are likely to observetheSSS

CC.Maxim in daily conversations．

DD.A．Quantity

EE.B．Quality

FF.C．Relevance

GG.D．Manner

HH.I I．When a teacher asks students to brainstorm what they will write about an unforgettable trip，he/she mainly focuses onSSS．

II.A．ideas

JJ.B．layout

KK.C．style

LL.D．feedback

MM.12．Which of the following is a communicative task?

NN.A．Reading aloud the dialogue on page 24

OO.B．Writing a party invitation to your friends．

PP.C．Translating the first paragraph into Chinese．

QQ.D．Making sentences with the expressions given．

RR.13．What isbeingpracticedifateacherasksstudentstoreadwordslike“cot，hot”and“dog，log”?

A．Spellingandstructure．

B．Stressandsound．

C．Minimalpairs．

D．Phoneticsymbols．

14．Whatteachingmethodisusedbytheteacherofmuchofhis/herclasstimeisspentondrillingsentencepatternsfollowedbyexerciseslikerepetition，memorization，mimicry，etc?

A．TheNaturalApproach．

B．TheCommunicativeApproach．

C．TheAudio-lingualMethod．

D．TheGrammar-translationMethod．

15．Accordingtotheaffective-filterhypothesis，SSSisNOTanaffectivefactorinfluencinglanguagelearning．

A．attitude

B．motivation

C．interest

D．intelligence

16．What does his/her feedback focus on if a teacher’s comment is“John，it would be muchbetter ifyou have given more details!

”?

A．Content

B．Language

C．Attitude

D．Aptitude

17．Which of the following is a referential question?

A．Where was Yang Liwei born?

B．Who is the first Chinese astronaut?

C．Why do you think Yang Liwei is a great astronaut?

D．When did Yang Liwei begin his historic space travel?

18．Having lived in China for a long time，John could fully understand the cultural shocksexperienced by his Chinese students．Which of the following traits does John have in this instance?

A．Avoidance．

B．Empathy．

C．Extroversion．

D．Introversion．

19．When the teacher asks students to read a text for the main idea，he/she intends to developstudents'skill ofSSS．

A．retelling

B．predicting

C．skimming

D scanning

20．Which of the following is based on the communicative view of language?

A．Structural syllabus．

B．Skill-based syllabus．

C．Genre-based syllabus．

D．Functional-notional syllabus．

Therearetwokindofmotiveforengaginginanyactivity：

internalandinstrumental．Ifascientistconductsresearchbecauseshewantstodiscoverimportantfactsabouttheworld，that’saninternalmotive，sincediscoveringfactsisinherentlyrelatedtotheactivityofresearch．Ifsheconductsresearchbecauseshewantstoachievescholarlyrenown，that’saninstrumentalmotive，sincetherelationbetweenfameandresearchisnotsoinherent．Often，peoplehavebothfordoingthings．

Whatmixofmotive—internalorinstrumentalorboth—ismostconducivetosuccess?

Youmightsupposethatascientistmotivatedbyadesiretodiscoverfactsandbyadesiretoachieverenownwilldobetterworkthanascientistmotivatedbyjustoneofthosedesires．Surelytwomotivesarebetterthanone．ButasweandourcolleaguesargueinapapernewlypublishedintheProceedingsoftheNationalAcademyofScience，instrumentalmotivesarenotalwaysanassetandcanactuallybecounterproductivetosuccess．

Weanalyzeddatadrawnfrom11，320cadetsinnineenteringclassesattheUnitedStatesMilitary Academy at West Point，all of whom rated how much each of a set of motives influencedtheir decision to attend the academy．The motives included things like a desire to get a good job laterin life and a desire to be trained as a leader in the United States Army．

How did the cadets fare，years later?

 How did their progress relate to their original motives forattending West Point?

We found，unsurprisinglythat the stronger their internal reasons were to attend West Point，themore likely cadets were to graduate and become commissioned officers，Also unsurprisingly，cadets

with internal motives did better in the military（as evidenced by early promotion recommendations）than did those without internalmotives and were also more likely to stay in the military after their

five years of mandatory service．

Remarkably，cadets with strong internal and strong instrumental motives for attending WestPoint performed worse on every measure than did those with strong internal motives but weak instrumental ones．Theywerelesslikelytograduate，lessoutstandingasmilitaryofficersandlesscommittedtostayinginthemilitary．

Ourstudysuggeststhateffortsshouldbemadetostructureactivitiessothatinstrumentalconsequencesdonotbecomemotives．Helpingpeoplefocusonthemeaningandimpactoftheirwork，ratherthanon，say，thefinancialreturnsitwillbring，maybethebestwaytoimprovenotonlythequalityoftheirworkbutalsotheirfinancialsuccess．

Thereisatemptationamongeducatorsandinstructorstousewhatevermotivationaltoolsareavailabletorecruitparticipantsorimproveperformance．IfthedesireformilitaryexcellenceandservicetocountryfailstoattractalltherecruitsthattheArmyneeds，thenperhapsappealsto“moneyforcollege，”“careertraining”or“seeingtheworld”willdothejob．Whilethisstrategymayluremorerecruits，itmayalsoyieldworsesoldiers．Similarly，forstudentsuninterestedinlearning，financialincentivesforgoodattendanceorpizzapartiesforhighperformancemaypromptthemtoparticipate，butitmayresultinlesswell-educatedstudents．

21．Accordingtothepassage，whichofthefollowingisaninternalmotiveforanewlyrecruitedsoldier?

A．Toservethecountry．

B．Toreceivecareertraining．

C．Toearnmoneyforcollege．

D．Tobroadentheirscopeofvision．

22．Whichofthefollowingisclosestinmeaningtotheword“cadets”inparagraph3?

A．In-servicesoldiers．

B．Militaryresearchers．

C．Militaryofficers．

D．Militarytrainees．

23．Accordingtothepassage，whichofthefollowingisconducivetocareersuccess?

A．Stronginternalandstronginstrumentalmotives．

B．Stronginternalandweakinstrumentalmotives．

C．Weakinternalandstronginstrumentalmotives．

D．Weakinternalandweekinstrumentalmotives．

24．What do the writers disapprove concerning the current situation of attracting recruits?

A．Taking into account applicants’ internal motives．

B．Making them focus on the meaning of their work．

C．Relying on whatever motivational tools available．

D．Taking into account applicants’ instrumental motives．

25．What can be the best title for the article?

A．Motivation and Fame

B．Two Types of Motives

C．The Secret of Effective Motivation

D．The Study on the Function of Motives

请阅读 Passage2，完成第26－30小题。

Passage 2

The ritual of English tea time is believed to have originated in the late 1700’s when AnnaDuchess of Bedford，ordered that a plate of cakes be sent up to her with her afternoon cup of tea．

The Duchess chronically experienced a"sinking feeling（what we would term“low bloodsugar”） in the late afternoon．To tide her over the long hours between meals she turned tocarbohydrates．

Other royals immediately copied the Duchess，and afternoon teapartiesbecamequitefashionable．Lowtablesweresetupinthefrontofsofasandchairs，andtheladiesfoundanewopportunitytoshowoffprettyclothes，finechina，embroideredlinentableclothsandnapkins，andsilvertableware．

Teatimewasalsothetimetoexchangejuicygossipandserverefreshments．Soondarlinglittlesandwichesandsweetpastriesaswellassconeswerebeingarrangedondecorativestandsandplatesfortheladies’pleasure．

TheteapartymaniaquicklyspreadacrosstheAtlanticwhereteawasalreadyenjoyedasabeverage．ThisfondnessfortealatersuppressedbythepatrioticAmericansduringtheeraimmediatelyprecedingtheAmericanRevolutionbecauseoftheunreasonableBritishtaxontea．

However，byApril

27，1776，CongressannouncedinthePhiladelphiaPacketthat“thedrinkingofteacannowbeindulged．”Thecustomofafternoonteapartieswasnotreallyrevivedinthiscountry，though，untilthemid-1800’s，whenVictorianwayswereinvoguehere．Leisure-classAmericanladiesbeganhaving“kettledrums”at4p．m．“kettledrums”wascalledthatin