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1、2018下半年河南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. wishedB. jumpedC. kissedD. waited2. Which of the following shows the general intonation pattern in a complex sentence?A. When I started mycareer there wa
2、s nounemployment.B. When I started my career there was no unemployment.C. When I started mycareer 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-oldsB. six-years-oldC. six-year-oldD. six-years-olds4
3、. The risk of infection for that patient hasnt diminished after the operation._, it has increased.A. On the wholeB. On the contraryC. On the averageD. On the other hand5. Testing is still a usual means_which students progress is measured.A. inB. atC. ofD. by6. Many people_in the project at both rese
4、arch and editing stages and we would like to thank them all here.A. have involvedB. have been involvedC. having involvedD. having been involved7. Only until very recently_possible that grammarians are able to make accuratestatements about the rules of some languages.A. has it beenB. it has beenC. wa
5、s itD. it was8. This is not_they had expected after years of painstaking research.A. a result as bad asB. as a result as badC. as bad as a resultD. as bad a result as9. Which of the following words is formed through derivation?A. Students.B. Shorter.C. Bought.D. Insanity.10. The utterance “Now, corr
6、ect me if Im wrong .”suggests that people are likely to observethe_Maxim in daily conversations.A. QuantityB. QualityC. RelevanceD. Manner11. When a teacher asks students to brainstorm what they will write about an unforgettable trip,he/she mainly focuses on_.A.ideasB. layoutC. styleD. feedback12. W
7、hich 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
8、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 ondrilling sentence patterns followed by exercises like repetition, memorization, mimicry, etc.?A. The Natura
9、l 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 factorinfluencing language learning.A. attitudeB. motivationC. interestD. intelligence16. What does his/her feedback focus on i
10、f a teachers comment is “John, it would be muchbetter 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 ast
11、ronaut?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 shocksexperienced by his Chinese students. Which of the following traits does John have in this instance?A. Avoidance.B. Empathy.C. Extroversion.D. Introv
12、ersion.19. When the teacher asks students to read a text for the main idea, he/she intends to developstudents skill of_.A. retellingB. predictingC. skimmingD. scanning20. Which of the following is based on the communicative view of language?A. Structural syllabus.B. Skill-based syllabus.C. Genre-bas
13、ed syllabus.D. Functional-notional syllabus.请阅读 Passage 1,完成第21-25小题。Passage 1There are two kinds of motive for engaging in any activity: internal and instrumental. If ascientist conducts research because she wants to discover important facts about the world, thats aninternal motive, since discoveri
14、ng facts is inherently related to the activity of research. If she conductsresearch because she wants to achieve scholarly renown, thats an instrumental motive, since therelation between fame and research is not so inherent. Often, people have both for doing things.What mix of motives-internal or in
15、strumental or both-is most conducive to success? Youmight suppose that a scientist motivated by a desire to discover facts and by a desire to achieverenown will do better work than a scientist motivated by just one of those desires. Surely twomotives are better than one. But as we and our colleagues
16、 argue in a paper newly published in theProceedings of the National Academy of Sciences, instrumental motives are not always an asset andcan actually be counterproductive to success.We analyzed data drawn from 11320 cadets in nine entering classes at the United StatesMilitary Academy at West Point,
17、all of whom rated how much each of a set of motives influencedtheir decision to attend the academy. The motives included things like a desire to get a good job laterin 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 re
18、late to their original motives forattending West Point?We found, unsurprisingly, that the stronger their internal reasons were to attend West Point, themore likely cadets were to graduate and become commissioned officers. Also unsurprisingly, cadetswith internal motives did better in the military (a
19、s evidenced by early promotion recommendations)than did those without internal motives and were also more likely to stay in the military after theirfive years of mandatory service.Remarkably, cadets with strong internal and strong instrumental motives for attending WestPoint performed worse on every
20、 measure than did those with strong internal motives but weakinstrumental ones. They were less likely to graduate, less outstanding as military officers and lesscommitted to staying in the military.Our study suggests that efforts should be made to structure activities so that instrumentalconsequence
21、s do not become motives. Helping people focus on the meaning and impact of theirwork, rather than on, say, the financial returns it will bring, may be the best way to improve not onlythe quality of their work but also their financial success.There is a temptation among educators and instructors to u
22、se whatever motivational tools areavailable to recruit participants or improve performance. If the desire for military excellence andservice to country fails to attract all the recruits that the Army needs, then perhaps appeals to “moneyfor collegecareer training”or “seeing the world”will do the job
23、. While this strategy may luremore recruits, it may also yield worse soldiers. Similarly, for students uninterested in learning,financial incentives for good attendance or pizza parties for high performance may prompt them toparticipate, but it may result in less well-educated students.21. According
24、 to the passage, which of the following is an internal motive for a newly recruitedsoldier?A. To serve the country.B. To receive career training.C. To earn money for college.D. To broaden their scope of vision.22. Which of the following is closest in meaning to the underlined word “cadets”in Paragra
25、ph 3?A. In-service soldiers.B. Military researchers.C. Military officers.D. Military trainees.23. According to the passage, which of the following is conducive to career success?A. Strong internal and strong instrumental motives.B. Strong internal and weak instrumental motives.C. Weak internal and s
26、trong instrumental motives.D. Weak internal and weak instrumental motives.24. What do the writers disapprove concerning the current situation of attracting recruits?A. Taking into account applicants internal motives.B. Making them focus on the meaning of their work.C. Relying on whatever motivationa
27、l tools available.D. Taking into account applicants instrumental motives.25. What can be the best title for the article?A. Motivation and FameB. Two Types of MotivesC. The Secret of Effective MotivationD. The Study on the Function of Motives请阅读Passage 2, 完成第 2630 小题。Passage 2The ritual of English te
28、a time is believed to have originated in the late 1700s when Anna,Duchess of Bedford, ordered that a plate of cakes be sent up to her with her afternoon cup of tea.The Duchess chronically experienced a “sinking feeling”(what we would term “low bloodsugar”) in the late afternoon. To tide her over the
29、 long hours between meals she turned tocarbohydrates.Other royals immediately copied the Duchess, and afternoon tea parties became quitefashionable. 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 linen ta
30、blecloths and napkins, andsilver tableware.Tea time was also the time to exchange juicy gossip and serve refreshments. Soon darling littlesandwiches and sweet pastries as well as scones were being arranged on decorative stands and platesfor the ladies pleasure.The tea party mania quickly spread acro
31、ss the Atlantic where tea was already enjoyed as abeverage. This fondness for tea was later suppressed by the patriotic Americans during the eraimmediately preceding the American Revolution because of the unreasonable British tax on tea.However, by April 27,1776, Congress announced in the Philadelph
32、ia Packet that “the drinkingof tea can now be indulged.”The custom of afternoon tea parties was not really revived in thiscountry, though, until the mid-1800s, when Victorian ways were in vogue here. Leisure-classAmerican ladies began having“kettledrums”at 4 p.m. “Kettledrums”was called that in conn
33、ectionwith the term “teakettle”. Petits fours and other dainty delights were served amid Victorianopulence.A Victorian diarist, Maud Berkeley (Maud: The Illustrated Diary of a Victorian Woman,Chronicle Books,1987) gave an anecdote concerning tea time: Mrs. Barnes had out a lovely tea-cloth for her t
34、ea-party, worked all over with cyclamens and honeysuckle. Shoggie Boucher, unusedto such dainty, contrived to slop his tea all over it. Thankful it was not I. As it was, my new featherboa, which I wore for the first time, got into my teacup, causing much alarm and merriment to allassembled. Lilian B
35、lack-Barnes was, as ever, strong in adversity and wrung out the offending objectin the kitchen sink. Fear it may never be the same again, none the less.My family, mother, and I were able to relieve some of that sophisticated elegance (minus thedrippy boa) when we had tea at the Ritz in London. The P
36、alm Court, an open area on the groundfloor of the hotel, is a study in turn-of-the-century decor. Gilt statuary, palms, and other plants, andstylishly-set little tables beckon welcomingly under high-up, rose-tinted skylights.Our waiter brought us a selection of finger sandwiches of smoked salmon, ha
37、m, cucumber,Cheddar cheese, cream cheese, and chives, or egg salad. Scones (similar to American biscuits) wereoffered with butter, and various preserves and jellies.Along with this we were served Indian or China tea, and hot chocolate for my young daughter.Then the dapper waiter presented a vast tra
38、y holding many French pastries and cakes from which wecould choose. After several teeny sandwiches and a couple of marmalade-coated scones, a chocolateeclair seemed to add carbohydrate overload to carbo-loading, but “when in England, do as theEnglish do”.This tea feast was served between 3:30 and 5:
39、30 p.m. Around 10:00 p.m., we had regained justenough appetite to sample some fish and chips (French fries), and then we put our weary stomachsand ourselves to bed.26. What can be inferred about the writers opinion concerning what is served at the British teatime?A. The English have taken in excessi
40、ve carbohydrate.B. The English prefer to have different types of drinks.C. The English are not particular about the food varieties.D. The English have a peculiar liking for junk food.27. Which of the following is a typical feature of Victorian tea time?A. An occasion to gather with family.B. An occa
41、sion to demonstrate patriotism.C. An occasion to show off delicacy and elegance.D. An occasion to entertain the British royal members.28. Why does the author quote Maud Berkeley in the passage?A. To define the nature of Victorian tea time.B. To prove that tea time is fashionable in America.C. To exe
42、mplify how exquisite an English tea time ritual was.D. To contrast the difference between English and American tea time.29. Which of the following is close in meaning to the underlined word “weary”inthe last paragraph?A.Exhausted.B. Tedious.C. Energetic.D. Greedy.30. Which of the following is not em
43、ployed in the passage?A. Quotation.B. Flashback.C. Concrete example. D. Comparison and contrast.二、简答题(本大题1小题，20分)根据题目要求完成下列任务，用中文作答。31简述形成性评价(formative assessment)的含义(4分)，列举两种形成性评价的方法或手段(8分)，并提出实施中应该注意的两个问题(8分。三、教学情境分析题(本大题1小题。30分)根据题目要求完成下列任务，用中文作答。32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My favourite animal。根据
44、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。(10分)(2)分析该教学片段存在的两个问题。(10分)(3)针对每个问题提出一条改进建议。(10分)四、教学设计题(本大题1小题，40分)根据提供的信息和语言素材设计教学方案，用英文作答。33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：teaching objectivesteaching contentskey and difficult pointsmajor steps and time allocationactivities and justificat
45、ions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. Im your teacher and you are my students. Im Chinese. Imfrom Wuhan. Whats your name?Lingling: My name is Wang Lingling.Ms Li: Nice to meet you, Lingling. Where are you from?
46、Lingling: Im from Beijing. Im Chinese.Ms Li: How old are you?Lingling: Im thirteen years old.Ms Li: Good. Hello, what about you?Daming: Hello, Ms Li, my name is Li Daming and Im from Beijing, too. Im twelve years old.Ms Li: Thanks. Hello, are you from America?Tony: No, Im not. Im from England. Im To
47、ny Smith.Ms Li: Nice to meet you, Tony. Hi, are you English, too?Betty: No, Im not. Im American and my name is Betty King.Lingling: Tony and Betty are our friends.Ms Li: Good! Welcome to Class 4 Grade 7!参考答案及解析一、单项选择题1【答案】D。解析：本题考查语音知识。规则动词词尾加-ed有三种读音：在清辅音后读作t ；在浊辅音和元音后读作d；在们后读作Id。wished，jumped，kissed三个单词画线部分的发音均为t，waited画线部分的发音为Id。故本题选D。2【答案】B。解析：本题考查语音知识。含状语从句的复合句的语调分为两种情况：若主句在前，从句在后，主句结束时意思已经比较完整，则主句通常用降调，整个句子读完时也应该用降调；若从句在前，主句在后，则语调通常是“前升后降”。故本题选B。3【答案】A。解析：本题考查名词用法。句意为“在这所学校里，所有六岁的学生都由同一个老师来教”。分析句子成分可知，空格处应填名词形式。sixyear-old相当于形容词；sixyear-o