2018下半年上海教师资格初中英语学科知识与教学能力真题及答案.doc-资料库

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2018 下半年上海教师资格初中英语学科知识与教学能力真题及答案一、单项选择题(本大题共 30 小题。每小题 2 分，共 60 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 the_______in this school are taught by the same teacher. A. six-year-olds B. six-years-old C. six-year-old D. six-years-olds

4. The risk of infection for that patient hasn't diminished after the operation._______, it has increased. A. On the whole B. On the contrary C. On the average D. On the other hand 5. Testing is still a usual means_______which students' progress is measured. A. in B. at C. of D. by 6. Many people_______in the project at both research and editing stages and we would like to thank them all here. A. have involved B. have been involved C. having involved D. having been involved 7. Only until very recently_______possible that grammarians are able to make accurate statements about the rules of some languages.

A. has it been B. it has been C. was it D. it was 8. This is not_______they had expected after years of painstaking research. A. a result as bad as B. as a result as bad C. as bad as a result D. as bad a result as 9. Which of the following words is formed through derivation? A. Students. B. Shorter. C. Bought. D. Insanity. 10. The utterance “Now, correct me if I'm wrong ...”suggests that people are likely to observe the_______Maxim in daily conversations. A. Quantity B. Quality

C. Relevance D. Manner 11. When a teacher asks students to brainstorm what they will write about an unforgettable trip,he/she mainly focuses on_______. A. ideas B. layout C. style D. feedback 12. Which of the following is a communicative task? A. Reading aloud the dialogue on page 24. B. Writing a party invitation to your Mends. C. Translating the first paragraph into Chinese. D. Making sentences with the expressions given. 13. What is being practised if a teacher asks students to read words like "cot, hot" and "dog,log"? A. Spelling and structure. B. Stress and sound. C. Minimal pairs. D. Phonetic 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.? A. The Natural Approach. B. The Communicative Approach. C. The Audio-lingual Method. D. The Grammar-translation Method. 15. According to the affective-filter hypothesis,_______is NOT an affective factor influencing language learning. 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 much better if you have given more details,t” ? 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 shocks experienced 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 develop students' skill of_______. 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. 请阅读 Passage 1,完成第 21-25 小题。 Passage 1 There are two kinds of motive for engaging in any activity: internal and instrumental. If a scientist conducts research because she wants to discover important facts about the world, that's an internal motive, since discovering facts is inherently related to the activity of research. If she conducts research because she wants to achieve scholarly renown, that's an instrumental motive, since the relation between fame and research is not so inherent. Often, people have both for doing things. What mix of motives--internal or instrumental or both--is most conducive to success? You might suppose that a scientist motivated by a desire to discover facts and by a desire to achieve renown will do better work than a scientist motivated by just one of those desires. Surely two motives are better than one. But as we and our colleagues argue in a paper newly published in the Proceedings of the National Academy of Sciences, instrumental motives are not always an asset and can actually be counterproductive to success. We analyzed data drawn from 11320 cadets in nine entering classes at the United States Military Academy at West Point, all of whom rated how much each of a set of motives influenced their decision to attend the academy. The motives included

things like a desire to get a good job later in 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 for attending West Point? We found, unsurprisingly, that the stronger their internal reasons were to attend West Point, the more 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 internal motives 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 West Point performed worse on every measure than did those with strong internal motives but weak instrumental ones. They were less likely to graduate, less outstanding as military officers and less committed to staying in the military. Our study suggests that efforts should be made to structure activities so that instrumental consequences do not become motives. Helping people focus on the meaning and impact of their work, rather than on, say, the financial returns it will bring, may be the best way to improve not only the quality of their work but also their financial success. There is a temptation among educators and instructors to use whatever motivational tools are available to recruit participants or improve performance. If the desire for military excellence and service to country fails to attract all the recruits that the Army needs, then perhaps appeals to “money for collegecareer training” or “seeing the world”will do the job. While this strategy may lure

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2018下半年上海教师资格初中英语学科知识与教学能力真题及答案.doc

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