初中英语学科知识与能力模拟测试二

本套试题由悟课教育教资教研组编辑整理,适用于参加初中英语教师证考试的同学。
提交答卷后会有答案解析作为参考。
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,错选、多选或未选均无分。
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1. The phoneme/n/ in the following words changes to/ŋ/EXCEPT          .
A. bank
B. foundation
C. langue
D. function
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2. Which one below has the proper word stress?
A systeMatic
B Systematic
C syStematic
D systemaTic
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3. Some students of Peking University have          setting up a natural reserve on campus and authorities said they were collecting data and thinking about it.
A. answered for
B. called for
C. fallen for
D. stood for
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4. Body language is a powerful communication system,           it can signal very different things.
A. but
B. so
C. for
D. then
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5.-Don't you remember my name?
-I'm really sorry. Your name        from my mind.
A. escapes
B. escaped
C.will escape
D. has escaped
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6.-Dad,it's a long way from our home to the amusement park!
- You mean it's          to take a taxi?
A. important
B. popular
C. necessary
D. valuable
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7.-         I tell the head teacher what happened?
-No, you         ! Mr. Wang would be terribly angry.
A. Will: needn't
C. Should: must
B. Would;can
D. Must: don't have to
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8. Not until we were shown around this ancient town          its beauty was really beyond description.
A. we realized
B. we did realize
C. realized we
D. did we realize
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9. When the word"law means"the whole system of rules that everyone in a country or society must obey,It's       meaning.
A. connotative
B. conceptual
C. associative
D. complementary
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10. Generally speaking, the syntactic relations include three basic types. Which of the following is NOT a type of syntactic relations?
A. Positional relations
B. Relations of substitutability
C. Relations of co-occurrence
D. Syntagmatic relation
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11.If a teacher focuses on the richness of writing material, he/she is most likely to take the        approach to teaching writing.
A. genre-based
B. content-oriented
C. product-oriented
D. process-oriented
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12.Which of the following models is not frequently used in listening teaching?
A. Bottom-up Model.
B. Top-down Model
C. PPT Model.
D. Interactive Model
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13. If a teacher wants to organize an open or creative activity in an oral English class, he/she can choose the following activities except          .
A role-play
B. debate
C. impromptu speech
D. retelling
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14. Which of the followings is a communicative activity?
A. Listening to the news report and talking about an event
B. Listening to the news report and filling in a form
C. Listening to the news report and writing the main idea
D. Transferring the information from the news report into a chart
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15. When a teacher asks students to use phonetic knowledge in specific communicative contexts to practice what they have learned, it refers to the principle of       in teaching pronunciation.
A. long-term development
B. communication
C. pertinence
D. accuracy
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16. When a teacher intends to present or explain a new language point, which of the following grouping methods is mostly recommended?
A. Whole class work
B Group work
C. Pair work
D. Individual work
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17. Which of the following statements about task-based language teaching is NOT true?
A. Students should be given tasks to perform or problems to solve in the classroom.
B. Students are task-driven
C. Task-based language teaching is student-centered
D. Task-based language teaching follows the PPP mode
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18. When the students practice reading sentences with the present perfect tense to learn the structure, the most suitable form of grouping should be           .
A. individual work
B. group work
C. whole class work
D. pair work
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19. If a teacher says”Read the text carefully and figure out the meaning of the underlined word", he/she wants to cultivate students' reading skill of       .
A. predicting
B. inferring
C. word-guessing
D. scanning
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20. What is the teacher doing by saying this in terms of instruction?
"Now, did the questions help you understand the text better?"
A. Observing the activity
B. Evaluating the activity.
C. Monitoring the activity
D. Controlling the activity
请阅读 Passage1,完成第21-25小题。
Passage 1
       Can electricity cause cancer? In a society that literally runs on electric power, the very idea seems preposterous. But for more than a decade, a growing band of scientists and journalists has pointed to studies that seem to link exposure to electromagnetic fields with increased risk of leukemia and other malignancies. The implications are unsettling, to say the least, since everyone comes into contact with such fields, which are generated by everything electrical, from power lines and antennas to personal computers and micro-wave ovens. Because evidence on the subject is inconclusive and often contradictory, it has been hard to decide whether concern about the health effects of electricity is legitimate-or the worst kind of paranoia.
       Now the alarmists have gained some qualified support from the U.S. Environmental Protection Agency. In the executive summary of a new scientific review, released in draft form late last week,the EPA has put forward what amounts to the most serious government warning to date. The agency tentatively concludes that scientific evidence suggests a casual link" between extremely low frequency electromagnetic fields-those having very long wave-lengths and leukemia, lymphoma and brain cancer, while the report falls short of classifying ELF fields as probable carcinogens, it does identify the common 60-hertz magnetic field as "a possible, but not proven, cause of cancer in humans".
      The report is no reason to panic or even to lost sleep. If there is a cancer risk, it is a small one. The evidence is still so controversial that the draft stirred a great deal of debate within the Administration, and the EPA released it over strong objections from the Pentagon and the White House. But now no one can deny that the issue must be taken seriously and that much more research is needed.
       At the heart of the debate is a simple and well-understood physical phenomenon: When an electric current passes through a wire, it generates an electromagnetic field that exerts forces on surrounding objects. For many years, scientists dismissed any suggestion that such forces might be harmful,primarily because they are so extraordinarily weak. The ELF magnetic field generated by a video terminal measures only a few milligauss, or about one-hundredth the strength of the earth's own magnetic field, the electric fields surrounding a power line can be as high as 10 kilovolts per meter,but the corresponding field induced in human cells will be only about I millivolt per meter.This is far less than the electric fields that the cells themselves generate.
       How could such minuscule forces pose a health danger? The consensus used to be that they could not, and for decades, scientists concentrated on more powerful kinds of radiation, like X-rays, that pack sufficient wallop to knock electrons out of the molecules that make up the human body. Such"ionizing" radiations have been clearly linked to increased cancer risks and there are regulations to control emissions.
       But epidemiological studies, which find statistical associations between sets of data, do not prove cause and effect. Though there is a body of laboratory work showing that exposure to ELF fields can have biological effects on animal tissues, a mechanism by which those effects could lead to cancerous growths has never been found.
       The Pentagon is far from persuaded. In a blistering 33-page critique of the EPA report, Air Force scientists charge its authors with having "biased the entire document toward proving a link Our reviewers are convinced that there is no suggestion that (electromagnetic fields) present in the environment induce or promote cancer, the Air Force concludes."It is astonishing that the EPA would lend its imprimatur on this report. Then Pentagon's concern is understandable. There
is hardly a unit of the modern military that does not depend on the heavy use of some kind of electronic equipment, from huge ground-based radar towers to the defense systems built into every warship and plane.
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21. The main idea of this passage is          .
A. studies on the cause of cancer
B. controversial viewpoints in the cause of cancer
C. the relationship between electricity and cancer
D. different ideas about the effect of electricity on cancer
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22. The viewpoint of the EPA is         .
A.there is casual link between electricity and cancer
B. electricity really affects cancer
C. controversial
D.low frequency electromagnetic field is a possible cause of cancer
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23. Why did the Pentagon and White House object to the release of the report?
A. It may stir a great deal of debate among the Administration
B. Every unit of the modern military has depended on the heavy use of some kind of electronic equipment.
C. The Pentagon's concern was understandable.
D. They had different arguments
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24. It can be inferred from the physical phenomenon that         .
A. the force of the electromagnetic field is too weak to be harmful
B. The force of the electromagnetic field is weaker than the electric field that the cells generate
C. electromagnetic field may affect health
D. only more powerful radiation can knock electron out of human body
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25. What do you think ordinary citizens may do after reading the different arguments?
A. They are indifferent
B. They are worried very much.
C. They may exercise prudent avoidance
D. They are shocked
请阅读 Passage2,完成第26-30小题。
Passage 2
        The mythology of a culture can provide some vital insights into the beliefs and values of that culture.By using fantastic and sometimes incredible stories to create an oral tradition by which to explain the wonders of the natural world and teach lessons to younger generations, a society exposes those ideas and concepts held most important. Just as important as the final lesson to be gathered from the stories, however, are the characters and the roles they play in conveying that message.
        Perhaps the epitome of mythology and its use as a tool to pass on cultural values can be found in Aesop's Fables, told and retold during the era of the Greek Empire. Aesop, a slave who won the favor of the court through his imaginative and descriptive tales, almost exclusively used animals to fill the roles in his short stories. Humans, when at all present, almost always played the part of bumbling fools struggling to learn the lesson being presented. This choice of characterization allows us to see that the Greeks placed wisdom on a level slightly beyond humans, implying that deep wisdom and understanding is a universal quality sought by, rather than stealing from, human beings.
        Aesop's fables illustrated the central themes of humility and self-reliance, reflecting the importance of those traits in early Greek society. The folly of humans was used to contrast against the ultimate goal of attaining a higher level of understanding and awareness of truths about nature and humanity. For example, one notable fable features a fox repeatedly trying to reach a bunch of grapes on a very high vine. After failing at several attempts, the fox gives up, making up its mind that the grapes were probably sour anyway. The fable's lesson, that we often play down that which we can't achieve so as to make ourselves feel better, teaches the reader or listener in an entertaining way about one of the weaknesses of the human psyche.
       The mythology of other cultures and societies reveal the underlying traits of their respective cultures just as Aesop's fables did. The stories of Roman gods, Aztec ghosts and European elves all served to train ancient generations those lessons considered most important to their community,and today they offer a powerful looking glass by which to evaluate and consider the contextual environment in which those culture existed
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26. The author appears to view fables as        .
A. the most interesting and valuable form of mythology
B. entertaining yet serious subjects of study
C.a remnant tool of past civilizations, but not often used in the modern age
D. the primary method by which ancient values and ideas were transmitted between generations
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27. The way that fables were used in the past is most similar to today’s       .
A. fairy tales that entertain children at home
B. stories in children's school textbooks that reinforce the lesson
C. science documentaries that explain how nature works
D.movies that depict animals as having human characteristics
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28. The main purpose of Paragraph 3 is to          .
A examine how one of Aesop's fables sheds light on certain facets of Greek belief
B. dissect one of Aesop's fables in order to study the elements that make up Greek mythology
C. learn from the lesson presented in one of Aesop's most well-known fables
D. illustrate a fable typical of Aesop's style, so as to examine how one goes about studying the meaning behind it
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29. The author names the Roman, Aztec and European cultures in order to         .
A. identify other cultures in which fables were the primary method by which to pass on traditions and values
B. explicitly name the various types of characters in those culture's fables
C. stress that mythology was used by cultures other than the Greeks to convey societal morals
D.establish them, in addition to the Greeks, as the societies most notable for their mythology
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30. The main point of this text is        .
A. Aesop's fables provide a valuable glimpse into early Greek thought and beliefs
B. the most efficient and reliable way to study the values system of an ancient culture is through study of its mythology
C. without a thorough examination of a society's fables and other mythology, a cultural study on that society would be only partial
D. through the study of a culture's mythological tradition, one can discern some of the underlying beliefs that shaped those stories
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.请谈谈重结果的写作教学模式和重过程的写作教学模式的不同(12分),并分别说明这两种教学模式的不足之处(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.以下是某位教师给学生布置的作业。
Homework
(1) Surf the Internet to find out more information about the animals in danger
(2)Introduce the conditions of these animals to your parents based on the information collected on the Internet
根据所给信息从下列三个方面作答
(1)分析该教师布置的作业的目的和不足之处。(9分)
(2)针对该教师的问题给出两个解决方案。(6分)
(3)布置作业应遵循哪些原则?(15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分钟的英语阅读教学方案。教案没有固定格式,但须包含下列要点:
teaching objectives
teaching contents
key and difficult points
major steps and time allocation
activities and justifications
教学时间:20分钟
学生概况:某城镇普通中学初中三年级第一学期学生,班级人数40人。多数学生已达到《义务教育英语课程标准(2011年版)》四级水平。学生课堂参与积极性一般。
语言素材:
The Difficult Search for American Goods in the U.S.
       If you go to another country, what kinds of things would you buy? Would you buy a camera in Japan, some beautiful clothes in France, or a watch in Switzerland? No matter what you may buy, you might think those products were made in those countries. However, you could be wrong. Kang Jian is a 17-year-old student from Shanghai. Last year he went to visit
his aunt and uncle in San Francisco. He found it interesting that so many products in the local shops were made in China. "I wanted to buy a toy car for my cousin, but even though most the toys had American brands, they were made in China.”
         Toys are not the only things made in China. " I wanted to buy a pair of basketball shoes,”he explains. "But I had to visit five or six stores before finding a pair made in America!”He realized that Americans can hardly avoid buying products made in China. "In fact,he continues,"there were so many things made in China-footballs, handbags, pet food, mobile phones. Even American flags are made in China! " Kang Jian thinks it's great that China Is so good at making these everyday things. However, he wishes that in the future China will also get better at making high-technology products that people can buy in all parts of the world.
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