教师资格证考试：2018下初中英语真题

201811201502302602B1Whichofthefollowingunderlinedpartsisdifferentfromothersinpronunciation?AwishedBjumpedCkissedDwaited2Whichofthefollowingshowsthegeneralintonationpatterninacomplexsentence?AWhenIstartedmycareertherewasnounemploymentBWhenIstartedmycareertherewasnounemploymentCWhenIstartedmycareertherewasnounemploymentDWhenIstartedmycareertherewasnounemployment3AlltheSSSinthisschoolaretaughtbythesameteacherAsix-year-oldsB.six-years-oldCsix-year-oldDsix-years-olds4TheriskofinfectionforthatpatienthasntdiminishedaftertheoperationSSSithasincreasedAOnthewholeBOnthecontraryCOntheaverageDOntheotherhand5TestingisstillausualmeansSSSwhichstudentsprogressismeasuredAinBatCofDby6ManypeopleSSSintheprojectatbothresearchandeditingstagesandwewouldliketothankthemallhereAhaveinvolvedBhavebeeninvolvedChavinginvolvedDhavingbeeninvolved7OnlyuntilveryrecentlySSSpossiblethatgrammariansareabletomakeaccuratestatementsabouttherulesofsomelanguagesAhasitbeenBithasbeenC.wasitDitwas8ThisisnotSSStheyhadexpectedafteryearsofpainstakingresearchA.aresultasbadasBasaresultasbadCasbadasaresultDasbadaresultas9Whichofthefollowingwordsisformedthroughderivation?AstudentsBshorterCboughtD.insanity10TheutteranceNowcorrectmeifImwrongsuggeststhatpeoplearelikelytoobservetheSSSMaximindailyconversationsAQuantityBQualityCRelevanceDMannerIIWhenateacherasksstudentstobrainstormwhattheywillwriteaboutanunforgettabletriphe/shemainlyfocusesonSSSAideasBlayoutCstyleDfeedback12Whichofthefollowingisacommunicativetask?AReadingaloudthedialogueonpage24BWritingapartyinvitationtoyourfriendsCTranslatingthefirstparagraphintoChineseDMakingsentenceswiththeexpressionsgiven13Whatisbeingpracticedifateacherasksstudentstoreadwordslikecothotanddoglog?ASpellingandstructureBStressandsoundCMinimalpairsDPhoneticsymbols14Whatteachingmethodisusedbytheteacherofmuchofhis/herclasstimeisspentondrillingsentencepatternsfollowedbyexerciseslikerepetitionmemorizationmimicryetc?ATheNaturalApproachBTheCommunicativeApproachCTheAudio-lingualMethodDTheGrammar-translationMethod15Accordingtotheaffective-filterhypothesisSSSisNOTanaffectivefactorinfluencinglanguagelearningAattitudeBmotivationCinterestDintelligence16Whatdoeshis/herfeedbackfocusonifateacherscommentisJohnitwouldbemuchbetterifyouhavegivenmoredetails!?AContentBLanguageCAttitudeDAptitude17Whichofthefollowingisareferentialquestion?AWherewasYangLiweiborn?BWhoisthefirstChineseastronaut?CWhydoyouthinkYangLiweiisagreatastronaut?DWhendidYangLiweibeginhishistoricspacetravel?18HavinglivedinChinaforalongtimeJohncouldfullyunderstandtheculturalshocksexperiencedbyhisChinesestudentsWhichofthefollowingtraitsdoesJohnhaveinthisinstance?AAvoidanceBEmpathyCExtroversionDIntroversion19Whentheteacherasksstudentstoreadatextforthemainideahe/sheintendstodevelopstudents'skillofSSSAretellingBpredictingCskimmingDscanning20Whichofthefollowingisbasedonthecommunicativeviewoflanguage?AStructuralsyllabusBSkill-basedsyllabusCGenre-basedsyllabusDFunctional-notionalsyllabusTherearetwokindofmotiveforengaginginanyactivityinternalandinstrumentalIfascientistconductsresearchbecauseshewantstodiscoverimportantfactsabouttheworldthatsaninternalmotivesincediscoveringfactsisinherentlyrelatedtotheactivityofresearchIfsheconductsresearchbecauseshewantstoachievescholarlyrenownthatsaninstrumentalmotivesincetherelationbetweenfameandresearchisnotsoinherentOftenpeoplehavebothfordoingthingsWhatmixofmotiveinternalorinstrumentalorbothismostconducivetosuccess?YoumightsupposethatascientistmotivatedbyadesiretodiscoverfactsandbyadesiretoachieverenownwilldobetterworkthanascientistmotivatedbyjustoneofthosedesiresSurelytwomotivesarebetterthanoneButasweandourcolleaguesargueinapapernewlypublishedintheProceedingsoftheNationalAcademyofScienceinstrumentalmotivesarenotalwaysanassetandcanactuallybecounterproductivetosuccessWeanalyzeddatadrawnfrom11320cadetsinnineenteringclassesattheUnitedStatesMilitaryAcademyatWestPointallofwhomratedhowmucheachofasetofmotivesinfluencedtheirdecisiontoattendtheacademyThemotivesincludedthingslikeadesiretogetagoodjoblaterinlifeandadesiretobetrainedasaleaderintheUnitedStatesArmyHowdidthecadetsfareyearslater?HowdidtheirprogressrelatetotheiroriginalmotivesforattendingWestPoint?WefoundunsurprisinglythatthestrongertheirinternalreasonsweretoattendWestPointthemorelikelycadetsweretograduateandbecomecommissionedofficersAlsounsurprisinglycadetswithinternalmotivesdidbetterinthemilitary(asevidencedbyearlypromotionrecommendations)thandidthosewithoutinternalmotivesandwerealsomorelikelytostayinthemilitaryaftertheirfiveyearsofmandatoryserviceRemarkablycadetswithstronginternalandstronginstrumentalmotivesforattendingWestPointperformedworseoneverymeasurethandidthosewithstronginternalmotivesbutweakinstrumentalonesTheywerelesslikelytograduatelessoutstandingasmilitaryofficersandlesscommittedtostayinginthemilitaryOurstudysuggeststhateffortsshouldbemadetostructureactivitiessothatinstrumentalconsequencesdonotbecomemotivesHelpingpeoplefocusonthemeaningandimpactoftheirworkratherthanonsaythefinancialreturnsitwillbr