下半年教师资格证考试英语学科知识初中.docx

下半年教师资格证考试英语学科知识初中.docx

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下半年教师资格证考试英语学科知识初中

2018年下半年教师资格证考试英语学科知识（初中）

一、单项选择题

下列各题的备选答案中，只有一项是最符合题意的，请把这个答案选出。

1.Whichofthefollowingunderlinedpartsisdifferentfromothersinpronunciation

A.wished

B.jumped

C.kissed

D.waited

2.Whichofthefollowingshowsthegeneralintonationpatterninacomplexsentence

A.WhenIstartmy↗careertherewasno↗unemployment.

B.WhenIstartmy↗careertherewasno↘unemployment.

C.WhenIstartmy↘careertherewasno↗unemployment.

D.WhenIstartmy↘careertherewasno↘unemployment.

3.Allthe_____inthisschoolaretaughtbythesameteacher.

A.six-year-olds

B.six-years-old

C.six-year-old

D.six-years-olds

4.Theriskofinfectionforthatpatienthasn’tdiminishedaftertheoperation._____,ithasincreased.

A.Onthewhole

B.Onthecontrary

C.Ontheaverage

D.Ontheotherhand

5.Testingisstillausualmeans_____whichstudents’progressismeasured.

A.in

B.at

C.of

D.by

6.Manypeople_____intheprojectatbothresearchandeditingstagesandwewouldliketothankthemallhere.

A.haveinvolved

B.havebeeninvolved

C.havinginvolved

D.havingbeeninvolved

7.Onlyuntilveryrecently_____possiblethatgrammariansareabletomakeaccuratestatementabouttherulesofsomelanguages.

A.hasitbeen

B.ithasbeen

C.wasit

D.itwas

8.Thisisnot_____theyhasexpectedafteryearsofpainstakingresearch.

A.aresultasbadas

B.asaresultasbad

C.asbadasaresult

D.asbadaresultas

9.Whichofthefollowingwordsisformedthroughderivation

A.students

B.shorter

C.bought

D.insanity

10.Theutterance“Now,correctmeifI’mwrong...suggeststhatpeoplearelikelytoobservethe_____Maximindailyconversation.

A.Quantity

B.Quality

C.Relevance

D.Manner

11.Whenateacherasksstudentstobrainstormwhattheywillwriteaboutanunforgettabletrip,he/shemainlyfocuseson_____.

A.ideas

B.layout

C.style

D.feedback

12.Whichofthefollowingisacommunicativetask

A.ReadingaloudthedialogueonPage24.

B.Writingapartyinvitationtoyourfriends.

C.TranslatingthefirstparagraphintoChinese.

D.Makingsentenceswiththeexpressionsgiven.

13.Whatisbeingpractisedifateacherasksstudentstoreadwordslike“cot,hot”and“dog,log”

A.Spellingandstructure.

B.Stressandsound.

C.Minimalpairs.

D.Phoneticsymbols.

14.Whatteachingmethodisusedbytheteacherifmuchofhis/herclasstimeisspentondrillingsentencepatternsfollowedbyexerciseslikerepetition,

memorization,mimicry,etc

A.TheNaturalApproach.

B.TheCommunicativeApproach.

C.TheAudio-lingualMethod.

D.TheGrammar-translationMethod.

15.Accordingtotheaffective-filterhypothesis,_____isNOTanaffectivefactorinfluencinglanguagelearning.

A.attitude

B.motivation

C.interest

D.intelligence

16.Whatdoeshis/herfeedbackfocusonifateacher’scommentis“John,itwouldbemuchbetterifyouhavegivenmoredetails!

”

A.Content.

B.Language.

C.Attitude.

D.Aptitude.

17.Whichofthefollowingisareferentialquestion

A.WherewasYangLiweiborn

B.WhoisthefirstChineseastronaut

C.WhydoyouthinkYangLiweiisagreatastronaut

D.WhendidYangLiweibeginhishistoricspacetravel

18.HavinglivedinChinaforalongtime,JohncouldfullyunderstandtheculturalshocksexperiencedbyhisChinesestudents.WhichofthefollowingtraitsdoesJohnhaveinthisinstance

A.Avoidance.

B.Empathy.

C.Extroversion.

D.Introversion.

19.Whentheteacherasksstudentstoreadatextforthemainidea,he/sheintendstodevelopstudents’skillof_____.

A.retelling

B.predicting

C.skimming

D.scanning

20.Whichofthefollowingisbasedonthecommunicativeviewoflanguage

A.Structuralsyllabus.

B.Skill-basedsyllabus.

C.Genre-basedsyllabus.

D.Functional-notionalsyllabus.

二、阅读理解

（一）

Passage1

Therearetwokindsofmotiveforengaginginanyactivity:

internalandinstrumental.Ifascientistconductsresearchbecauseshewantstodiscoverimportantfactsabouttheworld,that’sinherentlyrelatedtotheactivityofresearch.Ifsheconductsresearchbecauseshewantstoachievescholarlyrenown,that’saninstrumentalmotive,sincetherelationbetweenfameandresearchisnotsoinherent.Often,peoplehavebothfordoingthings.

Whatmixofmotives—internalorinstrumentalorboth--ismostconducivetosuccessYoumightsupposethatascientistmotivatedbyadesiretodiscoverfactsandbyadesiretoachieverenownwilldobetterworkthanascientistmotivatedbyjustoneofthosedesires.Surelytwomotivesarebetterthanone.ButasweandourcolleaguesargueinapapernewlypublishedintheProceedingsoftheNationalAcademyofSciences,instrumentalmotivesarenotalwaysanassetandcanactuallybecounterproductivetosuccess.

Weanalyzeddatadrawnfrom11,320cadetsinnineenteringclassesattheUnitedStatesMilitaryAcademyatWestPoint,allofwhomratedhowmucheachofasetofmotivesinfluencedtheirdecisiontoattendtheacademy.ThemotivesincludedthingslikeadesiretogetagoodjoblaterinlifeandadesiretobetrainedasaleaderintheUnitedStatesArmy.

Howdidthecadetsfare,yearslaterHowdidtheirprogressrelatetotheiroriginalmotivesforattendingWestPointWefound,unsurprisingly,thatthestrongertheirinternalreasonsweretoattendWestPoint,themorelikelycadetsweretograduateandbecomecommissionedofficers.Alsounsurprisingly,cadetswithinternalmotivesdid

betterinthemilitaryasevidencedbyearlypromotionrecommendationsthandid

thosewithoutinternalmotivesandwerealsomorelikelytostayinthemilitary

aftertheirfiveyearsofmandatoryservice.

Remarkably,cadetswithstronginternalandstronginstrumentalmotivesforattendingWestPointperformedworseoneverymeasurethandidthosewithstronginternalmotivesbutweakinstrumentalones.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,whichofthefollowingisaninternalmotivefora

newlyrecruitedsoldier

A.Toservethecountry.

B.Toreceivecareertraining.

C.Toearnmoneyforcollege.

D.Tobroadentheirscopeofvision.

22.Whichofthefollowingisclosestinmeaningtotheunderlinedword“cadets”inParagraph3

A.In-servicesoldiers.

B.Militaryresearchers.

C.Militaryofficers.

D.Militarytrainees.

23.Accordingtothepassage,whichofthefollowingisconducivetocareersuccess

A.Stronginternalandstronginstrumentalmotives.

B.Stronginternalandweakinstrumentalmotives.

C.Weakinternalandstronginstrumentalmotives.

D.Weakinternalandweakinstrumentalmotives.

24.Whatdothewritersdisapproveconcerningthecurrentsituationofattractingrecruits

A.Takingintoaccountapplicants’internalmotives.

B.Makingthemfocusonthemeaningoftheirwork.

C.Relyingonwhatevermotivationaltoolsavailable.

D.Takingintoaccountapplicants’instrumentalmotives.

25.Whatcanbethebesttitleforthearticle

A.MotivationandFame

B.TwoTypesofMotives

C.TheSecretofEffectiveMotivation

D.TheStudyontheFunctionofMotives

（二）

Passage2

TheritualofEnglishteatimeisbelievedtohaveoriginatedinthelate1700swhenAnna,DuchessofBedford,orderedthataplateofcakesbesentuptoherwithherafternooncupoftea.TheDuchesschronicallyexperienceda“sinkingfeeling”whatwewouldterm“lowbloodsugar”inthelateafternoon.Totideheroverthelonghoursbetweenmealssheturnedtocarbohydrates.

OtherroyalsimmediatelycopiedtheDuchess,andafternoonteapartiesbecamequitefashionable.Lowtablesweresetupinfrontofsofasandchairs,andtheladiesfoundanewopportunitytoshowoffprettyclothes,finechina,embroideredlinentableclothsandnapkins,andsilvertableware.Teatimewasalsothetimetoexchangejuicygossipandserverefreshments.Soondarlinglittlesandwichesandsweetpastriesaswellassconeswerebeingarrangedondecorativestandsandplatesfortheladies’pleasure.TheteapartymaniaquicklyspreadacrosstheAtlanticwhereteawasalreadyenjoyedasabeverage.ThisfondnessforteawaslatersuppressedbythepatrioticAmericansduringtheeraimmediatelyprecedingtheAmericanRevolutionbecauseoftheunreasonableBritishtaxontea.

However,byApril27,1776,CongressannouncedinthePhiladelphiaPacketthat“thedrinkingofteacannowbeindulged.”Thecustomofafternoonteapartieswasnotreallyrevivedinthiscountry,though,untilthemid-1800’s,whenVictorianwayswereinvoguehere.Leisure-classAmericanladiesbeganhaving“kettledrums”at4p.m.“Kettledrums”wascalledthatinconnectionwiththeterm“teakettle.”Petit