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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．Whichofthefollowingunderlinedpartsisdifferentfromothersinpronunciation?A．wishedB．jumpedC．kissedD．waited2．Whichofthefollowingshowsthegeneralintonationpatterninacomplexsentence?A．WhenIstartedmy↗careertherewasno↗unemployment．B．WhenIstartedmy↗careertherewasno↘unemployment．C．WhenIstartedmy↘careertherewasno↗unemployment．DWhenIstartedmy↘careertherewasno↘unemployment．3．AlltheSSSinthisschoolaretaughtbythesameteacher．A．six-year-oldsB.six-years-oldC．six-year-oldD．six-years-olds4．Theriskofinfectionforthatpatienthasn’tdiminishedaftertheoperation．SSS，ithasincreased．A．OnthewholeB．OnthecontraryC．OntheaverageD．Ontheotherhand5．TestingisstillausualmeansSSSwhichstudents’progressismeasured．A．inB．atC．ofD．by6．ManypeopleSSSintheprojectatbothresearchandeditingstagesandwewouldliketothankthemallhere．A．haveinvolvedB．havebeeninvolvedC．havinginvolvedD．havingbeeninvolved7．OnlyuntilveryrecentlySSSpossiblethatgrammariansareabletomakeaccuratestatementsabouttherulesofsomelanguages．A．hasitbeenB．ithasbeenC.wasitD．itwas8．ThisisnotSSStheyhadexpectedafteryearsofpainstakingresearch．A.aresultasbadasB．asaresultasbadC．asbadasaresultD．asbadaresultas9．Whichofthefollowingwordsisformedthroughderivation?A．studentsB．shorterC．boughtD.insanity10．TheutteranceNow，correctmeifI’mwrong…suggeststhatpeoplearelikelytoobservetheSSSMaximindailyconversations．A．QuantityB．QualityC．RelevanceD．MannerII．Whenateacherasksstudentstobrainstormwhattheywillwriteaboutanunforgettabletrip，he/shemainlyfocusesonSSS．A．ideasB．layoutC．styleD．feedback12．Whichofthefollowingisacommunicativetask?A．Readingaloudthedialogueonpage24B．Writingapartyinvitationtoyourfriends．C．TranslatingthefirstparagraphintoChinese．D．Makingsentenceswiththeexpressionsgiven．13．Whatisbeingpracticedifateacherasksstudentstoreadwordslike“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．attitudeB．motivationC．interestD．intelligence16．Whatdoeshis/herfeedbackfocusonifateacher’scommentis“John，itwouldbemuchbetterifyouhavegivenmoredetails!”?A．ContentB．LanguageC．AttitudeD．Aptitude17．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'skillofSSS．A．retellingB．predictingC．skimmingDscanning20．Whichofthefollowingisbasedonthecommunicativeviewoflanguage?A．Structuralsyllabus．B．Skill-basedsyllabus．C．Genre-basedsyllabus．D．Functional-notionalsyllabus．Therearetwokindofmotiveforengaginginanyactivity：internalandinstrumental．Ifascientistconductsresearchbecauseshewantstodiscoverimportantfactsabouttheworld，that’saninternalmotive，sincediscoveringfactsisinherentlyrelatedtotheactivityofresearch．Ifsheconductsresearchbecauseshewantstoachievescholarlyrenown，that’saninstrumentalmotive，sincetherelationbetweenfameandresearchisnotsoinherent．Often，peoplehavebothfordoingthings．Whatmixofmotive—internalorinstrumentalorboth—ismostconducivetosuccess?Youmightsupposethatascientistmotivatedbyadesiretodiscoverfactsandbyadesiretoachieverenownwilldobetterworkthanascientistmotivatedbyjustoneofthosedesires．Surelytwomotivesarebetterthanone．ButasweandourcolleaguesargueinapapernewlypublishedintheProceedingsoftheNationalAcademyofScience，instrumentalmotivesarenotalwaysanassetandcanactuallybecounterproductivetosuccess．Weanalyzeddatadrawnfrom11，320cadetsinnineenteringclassesattheUnitedStatesMilitaryAcademyatWestPoint，allofwhomratedhowmucheachofasetofmotivesinfluencedtheirdecisiontoattendtheacademy．ThemotivesincludedthingslikeadesiretogetagoodjoblaterinlifeandadesiretobetrainedasaleaderintheUnitedStatesArmy．Howdidthecadetsfare，yearslater?HowdidtheirprogressrelatetotheiroriginalmotivesforattendingWestPoint?Wefound，unsurprisinglythatthestrongertheirinternalreasonsweretoattendWestPoint，themorelikelycadetsweretograduateandbecomecommissionedofficers，Alsounsurprisingly，cadetswithinternalmotivesdidbetterinthemilitary(asevidencedbyearlypromotionrecommendations)thandidthosewithoutinternalmotivesandwerealsomorelikelytostayinthemilitaryaftertheirfiveyearsofmandatoryservice．Remarkably，cadetswithstronginternalandstronginstrumentalmotivesforattendingWestPointperformedworseoneverymeasurethandidthos