初中英语教师业务考试试卷及答案.pdf

株洲市 2008 年教师业务考试试卷初中英语 第 1 页 共 8 页 考号 姓名 工作单位 装订线 绝密启用前绝密启用前 株洲市 2008 年教师业务考试试卷 初 中 英 语 株洲市 2008 年教师业务考试试卷 初 中 英 语 时量：120 分钟 满分：100 分 注意事项： 1答题前，请按要求在答题卡上填写好自己的姓名、所在单位和准考证号。 2答题时，切记答案要填在答题卡上，答在试题卷上的答案无效。 3考试结束后，请将试题卷和答题卡都交给监考老师。 第卷：选择题（第卷：选择题（60 分）分） 一、公共知识（一、公共知识（20 分，每小题分，每小题 2 分。每小题只有一个最符合题意的答案。答对计分。每小题只有一个最符合题意的答案。答对计 2 分，少答计分，少答计 1 分，多答、错答或不答计分，多答、错答或不答计 0 分。 ）分。 ） 1在构建和谐社会的今天，实现“教育机会均等”已经成为教育改革追求的重要价值取向。2000 多年前，孔子就提出了与“教育机会均等”相类似的朴素主张，他的“有教无类”的观点体现了： A教育起点机会均等。 B教育过程机会均等。 C教育条件机会均等。 D教育结果机会均等。 2中小学校贯彻教育方针，实施素质教育，实现培养人的教育目的的最基本途径是： A德育工作。 B教学工作。 C课外活动。 D学校管理。 3中小学教师参与校本研修的学习方式有很多，其中，教师参与学校的案例教学活动属于： A一种个体研修的学习方式。 B一种群体研修的学习方式。 C一种网络研修的学习方式。 D一种专业引领的研修方式。 4学校文化建设有多个落脚点，其中，课堂教学是学校文化建设的主渠道。在课堂教学中，教 师必须注意加强学校文化和学科文化建设，这主要有利于落实课程三维目标中的： A知识与技能目标。 B方法与过程目标。 C情感态度价值观目标。 D课堂教学目标。 5在中小学校，教师从事教育教学的“施工蓝图”是： A教育方针。 B教材。 C、课程标准。 D课程。 6某学校英语老师王老师辅导学生经验非常丰富，不少家长托人找王老师辅导孩子。王老师每 周有 5 天晚上在家里辅导学生，而对学校安排的具体的教育教学任务经常借故推托，并且迟到缺课现 象相当严重，教学计划不能如期完成，学生及家长的负面反响很大。学校对其进行了多次批评教育， 仍然不改。根据中华人民共和国教师法 ，可给予王老师什么样的处理。 A批评教育。 B严重警告处分。 C经济处罚。 D行政处分或者解聘。 7为了保护未成年人的身心健康及其合法权益，促进未成年人健康成长，根据宪法，我国制定 了中华人民共和国未成年人保护法 ，下列描述与未成年人保护法不一致的是： A保护未成年人，主要是学校老师和家长共同的责任。 B教育与保护相结合是保护未成年人工作应遵循的基本原则。 C学校应当尊重未成年学生受教育的权利，关心、爱护学生，对品行有缺点、学习有困难 株洲市 2008 年教师业务考试试卷初中英语 第 2 页 共 8 页 的学生，应当耐心教育、帮助，不得歧视，不得违反法律和国家规定开除未成年学生。 D未成年人享有生存权、发展权、受保护权、参与权等权利，国家根据未成年人身心发展 特点给予特殊、优先保护，保障未成年人的合法权益不受侵犯。 8小芳的父母均为大学毕业，从小受家庭的影响，很重视学习，初中期间，当她自己在看书学 习时，旁边如果有人讲话，就特别反感。进入高中后，小芳成绩优秀，担任了班长，但同学们都认为 她自以为是，什么工作都必须顺着她的思路和想法，一些同学很讨厌她，为此她感到十分的苦恼。如 果小芳同学找你诉说心中的烦恼时，你认为应该从什么角度来进行辅导： A学习心理。 B个性心理。 C情绪心理。 D交往心理。 9 中华人民共和国教师法明确规定：教师进行教育教学活动，开展教育教学改革和实验，从 事科学研究，是每个教师的： A权利。 B义务。 C责任。 D使命。 10教育部先后于 1999 年和 2002 年分别颁布了关于加强中小学心理健康教育的若干意见与 中小学心理健康教育指导纲要两个重要文件，对中小学心理健康教育的目的、任务、方法、形式 和具体内容都作出了明确的规定。根据文件精神和当前中小学实际，你认为下列论述正确的是： A中小学心理健康教育应坚持辅导与治疗相结合，重点对象是心理有问题的学生。 B提高中小学心理健康教育实效的关键是加强学校的硬件投入，每所学校都要建立一个标 准的心理咨询室。 C中小学心理健康教育的主要途径是将该项工作全面渗透在学校教育的全过程中，在学科 教学、各项教育活动、班主任工作中，都应注意对学生心理健康的教育。 D中小学心理健康教育的主要内容是以普及心理健康教育知识为主。 二、学科专业知识（二、学科专业知识（40 分）分） IMultiple choice (10) There are 10 incomplete sentences in this part. For each sentence there are 4 choices marked A, B, C and D. Choose the ONE that best completes the sentence. Then mark the corresponding letter on the Answer Sheet. 11. 阅读下面的陈述。 有较明确的英语学习动机和积极主动的学习态度。能听懂教师有关熟悉话题的陈述并参与讨论。 能就日常生活的各种话题与他人交换信息并陈述自己的意见。 能读懂相关年级学习阅读的简单读物和 报刊、杂志，克服生词障碍，理解大意。能根据阅读目的运用适当的阅读策略。能根据提示起草和修 改小作文。能与他人合作，解决问题并报告结果，共同完成学习任务。能对自己的学习进行评价，总 结学习方法。能利用多种教育资源进行学习。进一步增强以文化差异的理解与认识。 这段陈述属于基础教育阶段英语的第几级综合目标？ A. 第三级 B. 第四级 C. 第五级 D. 第六级 12. Colloquial English contrasts with _ English. A. formal B. informal C. accurate D. spoken 13. Homophones are words that have the same _. A. spelling B. sound C. meaning D. form 14. Oral fluency is _. A. speaking without making any mistakes B. speaking naturally without hesitating too much C. speaking without considering the listener D. speaking without considering making mistakes 15. Scanning is reading a text quickly _. A. to get the general idea B. to get implied information 株洲市 2008 年教师业务考试试卷初中英语 第 3 页 共 8 页 C. to identify the writers attitude D. to find specific information 16. I expect you think Im _ because I dont understand that. A. deaf B. dumb C. crazy D. stupid 17. The boss wants you to explain why there is a discrepancy in the figures and _ for the sudden drop in profits. A. explain B. speak C. account D. seek 18If I had remembered _ the window, the thief would not have got in. A. to close B. to have closed C. closing D. having closed 19. They always give the vacant seats to _ comes first. A. who B. whom C. whoever D. whomever 20. A good many proposals were raised by the delegates, _ was to be expected. A. that B. what C. as D. it IIMatch （15） Match the general advice on motivation with the techniques for encouraging motivation listed A, B, C, or D. You need to use some options more than once. 21. Listen to student feedback using a class suggestion box or a short questionnaire. (B) 22. Train students to use reference resources to help them study successfully on their own. (A) 23. Think about how you tell students about their progress. How can you praise or encourage them instead of just giving marks? (C) 24. Put students into new groups for different activities. (D) Match the examples sentences with the functions listed A-F. There is one extra option which you do not need to use. Example sentences 25. This burger hasnt been cooked property. (F) 26. Would you mind not smoking here? (A) 27. I wouldnt eat that apple if I were you- it looks bad. (C) 28. Excuse me, is it too late to get a ticket for the disco tonight? (E) 29. What do you think of my new jeans? (D) Match what the student does with the learning strategies listed A-G. There is one extra option which you dont need to use. Functions A. requesting B. disagreeing C. advising D. asking for an opinion E. enquiring F. complaining Techniques A. Encourage learner autonomy B. Find what students think. C. Make your feedback positive and constructive. D. Build variety into your teaching. 株洲市 2008 年教师业务考试试卷初中英语 第 4 页 共 8 页 30. To learn new words, I always create pictures of them in mind. (C) 31. I always keep new vocabulary on cards which I separate into topics. (D) 32. Whenever I can, I talk with native English speakers in social situations. (G) 33. I work out the meaning of a new word from the language around it. (B) 34. I pay attention to my own language to make sure it is accurate. (A) 35. If I am not sure of the meaning of a word or of how to use it, I look it up in a dictionary. (F) III. Cloze (10) There are 10 blanks in the following passage. For each blank there are four choices marked A, B, C and D. You should choose the ONE that best fits into the passage. Then mark the corresponding letter on the Answer Sheet. Historians tend to tell the same joke when they are describing history education in America. Its the one about the teacher standing in the schoolroom door 36 goodbye to students for the summer and calling 37 them, By the way, we won World War II. The problem with the joke, of course, is that its not funny. The recent surveys on 38 illiteracy (无知) are beginning to numb (令人震惊): nearly one third of American 17-year-olds cannot even 39 which countries the United States fought against in that war. One third have no 40 when the Declaration of Independence was signed. One third thought Columbus reached the New World after 1750. Two thirds cannot correctly judge the Civil War between 1850 and 1900. 41 when they get the answers right, some are just guessing. Unlike math or science, ignorance of history cannot be 42 connected to loss of international community. But it does affect our future as a democratic nation and as individuals. The 43 news is that there is growing agreement on what is wrong with the 44 of history and what needs to be 45 to fix it. The steps are tentative (尝试性) or yet to be felt in most classrooms. 36. A. shaking B. waving C. nodding D. speaking 37. A. in B. after C. for D. up 38. A. historical B. educational C. cultural D. political 39. A. distinguish B. acknowledge C. identify D. convey 40. A. sense B. doubt C. reason D. idea 41. A. Even B. Though C. Thus D. So 42. A. exclusively B. practically C. shortly D. directly 43. A. fine B. nice C. surprising D. good 44. A. consulting B. coaching C. teaching D. instructing 45. A. done B. dealt C. met D. reached Learning strategies A. self-monitoring B. guessing from context C. memorizing D. organizing learning aids E. repeating F. consulting reference resources G. using opportunities for practice 株洲市 2008 年教师业务考试试卷初中英语 第 5 页 共 8 页 IVReading Comprehension (5) Read the following passage which is followed by some questions or unfinished statements. For each of them there are four choices marked A, B，C and D. You should decide on the best choice and mark the corresponding letter on the Answer Sheet. In a time of low academic achievement by children in the United States, many Americans are turning to Japan, a country of high academic achievement and economic success, for possible answers. However, the answers provided by Japanese preschools are not the ones Americans expected to find. In most Japanese preschools, surprisingly little emphasis is put on academic instruction. In one investigation, 300 Japanese and 210 American preschool teachers, child development specialists, and parents were asked about various aspects of early childhood education. Only 2 percent of the Japanese respondents（答问卷者）listed “to give children a good start academically” as one of their top three reasons for a society to have preschools. In contrast, over half the American respondents chose this as one of their top three choices. To prepare children for successful careers in first grade and beyond, Japanese schools do not teach reading, writing, and mathematics, but rather skills such as persistence, concentration, and the ability to function as a member of a group. The vast majority of young Japanese children are taught to read at home by their parents. In the recent comparison of Japanese and American preschool education, 91 percent of Japanese respondents chose providing children with a group experience as one of their top three reasons for a society to have preschools. Sixty-two percent of the more individually oriented （强调个性发展的） Americans listed group experience as one of their top three choices. An emphasis on the importance of the group seen in Japanese early childhood education continues into elementary school education. Like in America, there is diversity in Japanese early childhood education. Some Japanese kindergartens have specific aims, such as early musical training or potential development. In large cities, some kindergartens are attached to universities that have elementary and secondary schools. Some Japanese parents believe that if their young children attend a university-based program, it will increase the childrens chances of eventually being admitted to top-rated schools and universities. Several more progressive programs have introduced free play as a way out for the heavy intellectualizing in some Japanese kindergartens. 46. We learn from the first paragraph that many Americans believe _. A. Japanese parents are more involved in preschool education than American parents B. Japans economic success is a result of its scientific achievements C. Japanese preschool education emphasizes academic instruction D. Japans higher education is superior to theirs 47. Most Americans surveyed believe that preschools should also attach importance to _. A. problem solving B. group experience C. parental guidance D. individually-oriented development 48. In Japans preschool education, the focus is on _. A. preparing children academically B. developing childrens artistic interests C. tapping childrens potential D. shaping childrens character 49. Free play has been introduced in some Japanese kindergartens in order to _. A. broaden childrens horizon B. cultivate childrens creativity C. lighten childrens study load D. enrich childrens knowledge 50. Why do some Japanese parents send their children to university-based kindergartens? A. They can do better in their future studies. 株洲市 2008 年教师业务考试试卷初中英语 第 6 页 共 8 页 B. They can accumulate more group experience there. C. They can be individually oriented when they grow up. D. They can have better chances of getting a first-rate education. 第卷：非选择题（第卷：非选择题（40 分）分） 三、公共知识（三、公共知识（10 分）分） 51. 阅读以下材料，回答第 1),2)题。 美国哈佛大学心理学家加德纳提出的“多元智能理论”认为，人的智能是多元的，每个人都在不 同程度上拥有着 9 种基本智能，只不过，不同个体的优势智能是存在差别的。 赵元任是解放前清华大学国学大师之一，他精通多种国内方言和 8、9 种外语。在巴黎和柏林的 街头，他能够分别用地道的法语和德语与当地老百姓拉家常，使别人误以为他是本地的常住居民。在 国内，每到一个地方，赵元任甚至可以用当地方言与人们随意交谈。 周舟是湖北武汉的一个弱智少年，在大多数人面前，他都显得说话木讷，反应迟钝，表情呆滞。 在父母、老师的倾心教育、培养和影响下，周舟在乐团指挥方面显示了自己的才能，多次在盛大的场 合指挥着交响乐团完成了表演，其指挥才能得到了观众的一致认可。 自上世纪 80 年代开始，中国科技大学就在全国招收少年大学生，这些少年大学生都是数理化生 等理科学生，大多获得过全国奥赛的最高奖励，或者在理科的学习中拥有着他人难以企及的天赋。湖 南省的谢彦波同学，在 80 年代就以优异成绩考入了中国科大的少年班。 鲁冠（化名）目前已经成为了拥有数亿人民币产业的著名商人。小时候的他并不聪明，学习成 绩较差，小学毕业就走入了社会。除了勤劳和精明之外，鲁冠的一个重要特点就是善于组织和管理， 善于观察和了解周围人的性格、爱好、行为方式等，善于调动企业每个人的积极性和创造性，从而使 他的团队发挥着最大的力量。他所管理的企业和公司很快取得了成功，他本人也成为了拥有足够影响 的浙商。 1) 填空，每空 1 分，共 5 分。 依据加德纳的多元智能理论来分析上述材料可以看出，国学大师赵元任的优势智能是语言智能， 鲁冠的成功主要源于他的优势智能是人际交往智能，周舟的优势智能是音乐智能，谢彦波之所以能够 考上中国科技大学少年班，主要取决于他的优势智能，即数理逻辑（或：逻辑数理）智能，此外，姚 明、刘翔等体育明星的优势智能多表现为身体运动智能。 2) 结合自己的本职工作，谈谈多元智能理论对教育教学工作的借鉴作用。 （5 分） 树立正确的学生观，关注学生全面和谐发展和个性发展，承认学生智能的差异性。 正确评价学生，不能因为学生在某方面的智能稍差或很差，就认为学生是差生，很愚蠢。 发现、引导、培养学生的优势智能。 针对不同的学生，教师可以灵活采用多元化的教学方法。 教师要发展自己的优势智能（个性、特长） ，形成自己独特的教育风格和教学艺术。 四、学科专业知识（四、学科专业知识（30 分）分） I填空题填空题 (2 分分) 52基础教育阶段英语课程目标的各个级别均以学生语言技能、语言知识、情感态度、学习策略 和文化意识五个方面的综合行为表现。 53英语学习的策略包括认知策略、调控策略、交际策略和资源策略等。 II. Put the steps (A-H) of a reading skills lesson plan in order. (8) 株洲市 2008 年教师业务考试试卷初中英语 第 7 页 共 8 页 54. A 55. _D_ 56. _H_ 57. _B_ 58. _C_ 59. _E_ 60. _F_ 61. _G_ IIIRead the text and think of the word which best fits each space. Use only one word in each space. (8) Hes already visited the place where his ancestors lived Have you been back to the place where your ancestors lived, worked, studied and played? Robert Qian, a Chinese Canadian, already 62 . Now in China, he has found that his family is like a tall tree with long 63 . Robert is just one young overseas Chinese who has come to visit his ancestors homeland, as part of the In Search of Roots summer camp program. The program is 64 by the local government of Guangdong Province. This program started in 1980, and so far has 65 thousands of overseas Chinese students to China to look for their families roots. The young people are usually between 16 to 25 years old. Most, like Robert, can hardly speak any Chinese and have never been to China before. The students mainly visit parts of Guangdong Province in southern China. During the two-week camp, they study Chinese 66 , see changes that have happened in that area, and visit interesting sights. Going to their ancestors village is often the most exciting part of the trip. The students feel that they are part of the village, and experience village life. They drink from the village well, go for walks through the countryside, and watch the villagers do their daily 67 . Cathy Qin, a young American student, had this to say, “ 68 to In Search of Roots, I am beginning to understand my Chinese roots and who I am. It has been a great 69 , and I have so many memories of China to take with me.” 62. has 63. roots 64. organized 65. brought 66. culture 67. activities 68. Thanks 69. trip IVWriting (12) The following is part of a letter you receive from an English-speaking friend who is coming on holiday to your country. “We will be spending a day in your town during our coach tour. Do you think we could meet? If so, what do you suggest we do? Ive never been to your area, and it would be great to see you.” A. The teacher tells students the title of the story