2018 下半年辽宁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.