2018下半年教师资格证考试《初中英语》真题及答案-聚题库

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

Awish[ed]

Bjump[ed]

Ckiss[ed]

Dwait[ed]

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

AWhen I started my↗career there was no↗unemployment

BWhen I started my↗ career there was no↘ unemployment

CWhen I started my↘career there was no ↗unemployment

DWhen I started my↘ career there was no ↘ unemployment

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

Asix-year-olds

Bsix-years-old

Csix-year-old

Dsix-years-olds

4. The risk of infection for that patient hasn"t diminished after the operation._______, it has increased.

AOn the whole

BOn the contrary

COn the average

DOn the other hand

5. Testing is still a usual means_______which students" progress is measured.

Ain

Bat

Cof

Dby

6. Many people_______in the project at both research and editing stages and we would like to thank themall here.

Ahave involved

Bhave been involved

Chaving involved

Dhaving been involved

7. Only until very recently_______possible that grammarians are able to make accurate statements about the rules of some languages.

Ahas it been

Bit has been

Cwas it

Dit was

8. This is not_______they had expected after years of painstaking research.

Aa result as bad as

Bas a result as bad

Cas bad as a result

Das bad a result as

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

AStudents

BShorter

CBought

DInsanity

10. The utterance “Now, correct me if I'm wrong ...”suggests that people are likely toobserve the_______Maxim in daily conversations.

AQuantity

BQuality

CRelevance

DManner

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

Aideas

Blayout

Cstyle

Dfeedback

12. Which of the following is a communicative task?

AReading aloud the dialogue on page 24

BWriting a party invitation to your Mends

CTranslating the first paragraph into Chinese

DMaking sentences with the expressions given

13. What is being practised if a teacher asks students to read words like "cot, hot" and "dog, log" ?

ASpelling and structure.

BStress and sound.

CMinimal pairs.

DPhonetic symbols.

14. What teaching method is used by the teacher if much of his/her class time is spent on drilling sentence patterns followed by exercises like repetition, memorization, mimicry, etc?

AThe Natural Approach.

BThe Communicative Approach.

CThe Audio-lingual Method.

DThe Grammar-translation Method.

15. According to the affective-filter hypothesis,_______is NOT an affective factor influencing language learning.

Aattitude

Bmotivation

Cinterest

Dintelligence

16. What does his/her feedback focus on if a teacher's comment is “John, it would bemuch better if you have given more details,t” ?

AContent.

BLanguage.

CAttitude.

DAptitude.

17. Which of the following is a referential question?

AWhere was Yang Liwei born?

BWho is the first Chinese astronaut?

CWhy do you think Yang Liwei is a great astronaut?

DWhen did Yang Liwei begin his historic space travel?

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

AAvoidance

BEmpathy

CExtroversion

DIntroversion

19. When the teacher asks students to read a text for the main idea, he/she intends to develop students" skill of_______.

Aretelling

Bpredicting

Cskimming

Dscanning

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

AStructural syllabus

BSkill-based syllabus

CGenre-based syllabus

DFunctional-notional syllabus

Passagel
根据以下材料，回答21-25题
Thereare two kinds of motive for engaging in any activity: internal andinstrumental. If a scientist conducts research because she wants to discoverimportant facts about the world, that's an internal motive, since discoveringfacts is inherently related to the activity of research. If she conducts researchbecause she wants to achieve scholarly renown, that's an instrumental motive,since the relation between fame and research is not so inherent. Often, people haveboth for doing things.
What mixof motives--internal or instrumental or both--is most conducive to success? Youmight suppose that a scientist motivated by a desire to discover facts and by adesire to achieve renown will do better work than a scientist motivated by justone of those desires. Surely two motives are better than one. But as we and ourcolleagues argue in a paper newly published in the Proceedings of the NationalAcademy of Sciences, instrumental motives are not always an asset and can actuallybe counterproductive to success.
Weanalyzed data drawn from 11320 cadets in nine entering classes at the UnitedStates Military Academy at West Point, all of whom rated how much each of a setof motives influenced their decision to attend the academy. The motivesincluded things like a desire to get a good job later in life and a desire tobe trained as a leader in the United States Army.
How didthe cadets fare years later? How did their progress relate to their originalmotives for attending West Point?
Wefound, unsurprisingly, that the stronger their internal reasons were to attendWest Point, the more likely cadets were to graduate and become commissionedofficers. Also unsurprisingly, cadets with internal motives did better in themilitary (as evidenced by early promotion recommendations)than did thosewithout internal motives and were also more likely to stay in the militaryafter their five years of mandatory service.
Remarkably,cadets with strong internal and strong instrumental motives for attending West Pointperformed worse on every measure than did those with strong internal motivesbut weak instrumental ones. They were less likely to graduate, less outstandingas military officers and less committed to staying in the military.
Ourstudy suggests that efforts should be made to structure activities so thatinstrumental consequences do not become motives. Helping people focus on themeaning and impact of their work, rather than on, say, the financial returns itwill bring, may be the best way to improve not only the quality of their workbut also their financial success.
There isa temptation among educators and instructors to use whatever motivational toolsare available to recruit participants or improve performance. If the desire formilitary excellence and service to country fails to attract all the recruitsthat the Army needs, then perhaps appeals to “money for collegecareer training”or “seeing the world”will do the job. While this strategy may lure
morerecruits, it may also yield worse soldiers. Similarly, for studentsuninterested in learning,financial incentives for good attendance or pizzaparties for high performance may prompt them to participate, but it may resultin less well-educated students.

21. According to the passage, which of the following is an internal motive for anewly recruited soldier?

A Toserve the country.

B Toreceive career training.

C Toearn money for college.

D Tobroaden their scope of vision.

22. Which of the following is closest in meaning to the underlined word “cadets” inParagraph 3?

AIn-service soldiers.

BMilitary researchers.

CMilitary officers.

DMilitary trainees.

23. According to the passage, which of the following is conducive to careersuccess?

AStrong internal and strong instrumental motives.

BStrong internal and weak instrumental motives.

C Weakinternal and strong instrumental motives.

D Weakinternal and weak instrumental motives.

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

ATaking into account applicants' internal motives.

BMaking them focus on the meaning of their work.

CRelying on whatever motivational tools available.

DTaking into account applicants' instrumental motives.

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

AMotivation and Fame

B TwoTypes of Motives

C TheSecret of Effective Motivation

D TheStudy on the Function of Motives

根据以下材料，回答26-30题
Theritual of English tea time is believed to have originated in the late 1700'swhen Anna,Duchess of Bedford, ordered that a plate of cakes be sent up to herwith her afternoon cup of tea.
TheDuchess chronically experienced a “sinking feeling” (what we would term “lowblood sugar”) in the late afternoon. To tide her over the long hours betweenmeals she turned to carbohydrates.
Other royals immediately copied theDuchess, and afternoon tea parties became quite
fashionable.Low tables were set up in front of sofas and chairs, and the ladies found a newopportunity to show off pretty clothes, fine china, embroidered linentablecloths and napkins, and silver tableware.
Tea timewas also the time to exchange juicy gossip and serve refreshments. Soon darlinglittle sandwiches and sweet pastries as well as scones were being arranged ondecorative stands and plates for the ladies' pleasure.
The teaparty mania quickly spread across the Atlantic where tea was already enjoyed asa beverage. This fondness for tea was later suppressed by the patrioticAmericans during the era immediately preceding the American Revolution becauseof the unreasonable British tax on tea.
However,by April 27,1776, Congress announced in the Philadelphia Packet that “thedrinking of tea can now be indulged.” The custom of afternoon tea parties wasnot really revived in this country, though, until the mid-1800's, whenVictorian ways were in vogue here. Leisure-class American ladies began having“kettledrums” at 4 p.m.. “Kettledrums”wascalled that in connection with the term “teakettle” . Petits fours and otherdainty delights were served amid Victorian opulence.
A Victorian diarist, Maud Berkeley (Maud:The Illustrated Diary of a Victorian Woman,Chronicle Books,1987) gave ananecdote concerning tea time: "Mrs. Barnes had out a lovely tea-cloth forher tea-party, worked all over with cyclamens and honeysuckle. Shoggie Boucher,unused to such dainty, contrived to slop his tea all over it. Thankful it wasnot I. As it was, my new feather boa, which I wore for the first time, got intomy teacup, causing much alarm and merriment to all assembled. LilianBlack-Barnes was, as ever, strong in adversity and wrung out the offendingobject in the kitchen sink. Fear it may never be the same again, none theless."
Myfamily, mother, and I were able to relieve some of that sophisticated elegance(minus the drippy boa) when we had tea at the Ritz in London. The Palm Court,an open area on the ground floor of the hotel, is a study inturn-of-the-century decor. Gilt statuary, palms, and other plants, and stylishly-setlittle tables beckon welcomingly under high-up, rose-tinted skylights.
Ourwaiter brought us a selection of finger sandwiches of smoked salmon, ham,cucumber,Cheddar cheese, cream cheese, and chives, or egg salad. Scones(similar to American biscuits) were offered with butter, and various preservesand jellies.
Alongwith this we were served Indian or China tea, and hot chocolate for my youngdaughter.
Then thedapper waiter presented a vast tray holding many French pastries and cakes fromwhich we could choose. After several teeny sandwiches and a couple ofmarmalade-coated scones, a chocolate eclair seemed to add carbohydrate overloadto carbo-loading, but “when in England, do as the English do”.
This teafeast was served between 3:30 and 5:30 p.m. Around 10:00 p.m., we had regainedjust enough appetite to sample some fish and chips (French fries), and then weput our weary stomachs and ourselves to bed.

26. What can be inferred about the writer's opinion concerning what is served atthe British teatime?

A The Englishhave taken in excessive carbohydrate.

B TheEnglish prefer to have different types of drinks.

C TheEnglish are not particular about the food varieties.

D TheEnglish have a peculiar liking for junk food.

27. Which of the following is a typical feature of Victorian tea time?

A Anoccasion to gather with family.

B Anoccasion to demonstrate patriotism.

C Anoccasion to show off delicacy and elegance.

D Anoccasion to entertain the British royal members.

28. Whydoes the author quote Maud Berkeley in the passage?

A Todefine the nature of Victorian tea time.

B Toprove that tea time is fashionable in America.

C Toexemplify how exquisite an English tea time ritual was.

D Tocontrast the difference between English and American tea time.

29. Whichof the following is close in meaning to the underlined word “weary” in the lastparagraph?

A Exhausted.

BTedious.

CEnergetic.

DGreedy.

30. Which of the following is not employed in the passage?

AQuotation.

BFlashback.

CConcrete example.

DComparison and contrast.

1. 简述形成性评价(formativeassessment)的含义，列举两种形成性评价的方法或手段，并提出实施中应该注意的两个问题。

1. 下面是某教师一节听说课听前环节的教学实录，单元话题为Myfavourite animal。
T: Today we'll talk about animals. Do you like animals?
Ss: Yes.
T: I like animals, too. Please guess what my favourite animalis.
Ss: Dog! Monkey! Pandas! Elephant!
T: Look! (教师拿出一个毛绒兔子) My favourite animal is a rabbit. It is lovely and cute. Please
read after me: cute. (教师在黑板上写出cute，学生跟读)
T: Now read after me: chicken, elephant,giraffe, lion, monkey, panda, penguin, sheep, tiger,zebra. (教师在PPT上呈现听力材料中涉及的所有动物词汇，逐一领读)
Ss: ...
根据所给材料从下列三个方面作答。
(1)分析该听前教学活动设计的两个优点。
(2)分析该教学片段存在的两个问题。
(3)针对每个问题提出一条改进建议。

1. 设计任务：
请阅读下面的学生信息和语言素材，设计20分钟的口语教学方案。教案没有固定格式，
但须包含下列要点：
·teachingobjectives
·teachingcontents
·keyand difficult points
·majorsteps and time allocation
·activitiesand justifications
教学时间：20分钟
学生概况：某城镇普通中学七年级(初中一年级)学生，班级人数40人。多数学生已经达到《义务教育英语课程标准(2011年版)》二级水平。学生课堂参与积极性一般。
语言素材：
Ms Li:Hello, my name is Li Fang. I'm your teacher and you are my students. I'mChinese. I'm from Wuhan. What's your name?
Lingling:My name is Wang Lingling.
Ms Li:Nice to meet you, Lingling. Where are you from?
Lingling:I'm from Beijing. I'm Chinese.
Ms Li:How old are you?
Lingling:I'm thirteen years old.
Ms Li:Good. Hello, what about you?
Daming:Hello, Ms Li, my name is Li Daming and I'm from Beijing, too. I'm twelve yearsold.
Ms Li:Thanks. Hello, are you from America?
Tony:No, I'm not. I'm from England. I'm Tony Smith.
Ms Li:Nice to meet you, Tony. Hi, are you English, too?
Betty:No, I'm not. I'm American and my name is Betty King.
Lingling:Tony and Betty are our friends.
Ms Li:Good! Welcome to Class 4 Grade 7!

2018下半年教师资格证考试《初中英语》真题及答案

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