2018年下半年教师资格证《英语学科知识与教学能力》(初级中学)试题（网友回忆版）

2018年下半年教师资格证《英语学科知识与教学能力》(初级中学)试题（网友回忆版）[单选题]1.W（江南博哥）hichofthefollowingunderlinedpartsisdifferentfromothersinpronunciation?A.wish[ed]B.jump[ed]C.kiss[ed]D.wait[ed]参考答案：D参考解析：规则动词词尾加-ed有三种读音：①在清辅音后读作/t/；②在浊辅音和元音后读作/d/；③在t与d后读作/id/。ABC三项，wished、jumped、kissed三个单词画线部分的发音均为/t/。D项，waited画线部分的发音为/id/。[单选题]2.Whichofthefollowingshowsthegeneralintonationpatterninacomplexsentence?A.WhenIstartedmy↗careertherewasno↗unemployment.B.WhenIstartedmy↗careertherewasno↘unemployment.C.WhenIstartedmy↘careertherewasno↗unemployment.D.WhenIstartedmy↘careertherewasno↘unemployment.参考答案：B参考解析：选项中的句子属于含状语从句的复合句，从句在前，主句在后，则语调通常是“前升后降”。[单选题]3.Allthe_____inthisschoolaretaughtbythesameteacher.A.six-year-oldsB.six-years-oldC.six-year-oldD.six-years-olds参考答案：A参考解析：题意为“在这所学校里，所有六岁的学生都由同一个老师来教”。six-year-olds为名词复数，表示同一类人，意为“所有六岁的学生”。[单选题]4.Theriskofinfectionforthatpatienthasn’tdiminishedaftertheoperation._____,ithasincreased.A.OnthewholeB.OnthecondivaryC.OntheaverageD.Ontheotherhand参考答案：B参考解析：A项，Onthewhole（大体上）。B项，Onthecontrary（相反，反而）。C项，Ontheaverage（平均而言）。D项，Ontheotherhand（另一方面）。根据题意“在手术后，那位病人的感染风险并没有降低，_____增加了”，前句“降低”与后句的“增加”意思相反，因此，横线处应填相反（Onthecontrary）。[单选题]5.Testingisstillausualmeans_____whichstudents’progressismeasured.A.inB.atC.ofD.by参考答案：D参考解析：题意为“考试仍然是衡量学生进步的一种常用手段”。分析句子成分可知，空格后面是定语从句，means所在成分在从句中作方式状语；by可表示“通过，凭借，借助”。故选D。[单选题]6.Manypeople_____intheprojectatbothresearchandeditingstagesandwewouldliketothankthemallhere.A.haveinvolvedB.havebeeninvolvedC.havinginvolvedD.havingbeeninvolved参考答案：B参考解析：题意为“很多人已经参与到项目的研究和编写阶段，在此我们想要感谢他们”。句中有and，应该连接前后两个完整的句子，前半句缺少谓语，manypeople和involve之间是被动关系，beinvolvedin“参与，涉及”为固定搭配。因此，横线处填havebeeninvolved。[单选题]7.Onlyuntilveryrecently_____possiblethatgrammariansareabletomakeaccuratestatementsabouttherulesofsomelanguages.A.hasitbeenB.ithasbeenC.wasitD.itwas参考答案：A参考解析：题意为“直到最近，语法学家才能够对一些语言规则进行准确的陈述”。当“Only＋状语”提至句首强调时间状语时，后面的句子要用部分倒装，即把句中的助动词或情态动词或系动词提到主语之前。根据后半句中的areableto可知本句为现在时态，故选A。[单选题]8.Thisisnot_____theyhadexpectedafteryearsofpainstakingresearch.A.aresultasbadasB.asaresultasbadC.asbadasaresultD.asbadaresultas参考答案：D参考解析：as…as意为“和……一样”，表示同级的比较，其基本结构为as＋adj./adv.＋（冠词）＋名词＋as。因此，正确的表达应为asbadaresultas。[单选题]9.Whichofthefollowingwordsisformedthroughderivation?A.studentsB.shorterC.boughtD.insanity参考答案：D参考解析：题意为：下面哪一个单词是通过派生法形成的？派生法是由词缀（分前、后缀）和词根相结合构成单词的方法。屈折变化是通过添加屈折词缀（如数、人称、格等）来表现语法关系。A项，students是student的复数形式；B项，shorter是short的比较级形式；C项，bought是buy的过去式，三者都是通过添加屈折词缀变化而来。D项，insanity是通过派生法形成的，即在insane后边加上后缀-ity形成了insanity。[单选题]10.Theutterance“Now,correctmeifI’mwrong…”suggeststhatpeoplearelikelytoobservethe_____Maximindailyconversations.A.QuantityB.QualityC.RelevanceD.Manner参考答案：B参考解析：A项，QuantityMaxim（数量准则）是指所说的话要达到所要求的详尽程度。B项，QualityMaxim（质量准则）是指不说自知虚假的话，不说缺乏足够证据的话。C项，RelevanceMaxim（关系准则）是指所说的话要有关联。D项，MannerMaxim（方式准则）是指所说的话要清楚明白，简练，有条理。题意为：在日常对话中，“现在，如果我错了，请纠正我……”这句话表明人们可能遵循了什么准则？“现在，如果我错了，请纠正我…”这句话体现了说话者强调所说的话要真实可靠，不说虚假的话，这体现了质量准则。[单选题]11.Whenateacherasksstudentstobrainstormwhattheywillwriteaboutanunforgedivivdivip,he/shemainlyfocuseson_____.A.ideasB.layoutC.styleD.feedback参考答案：A参考解析：题意为：在进行“难忘的旅途”写作前，教师要求学生进行头脑风暴，该教师主要关注的是_____。“头脑风暴”的目的是产生新观念或激发创新设想。在写作前进行，可以帮助学生收集想法、产生思路。根据题目，教师要求学生进行头脑风暴，这是在关注想法（ideas）。[单选题]12.Whichofthefollowingisacommunicativetask?A.Readingaloudthedialogueonpage24.B.Writingapartyinvitationtoyourfriends.C.TranslatingthefirstparagraphintoChinese.D.Makingsentenceswiththeexpressionsgiven.参考答案：B参考解析：题意为：下列哪项属于交际性任务？A项，大声朗读第24页的对话。B项，给你的朋友写一封聚会邀请函。C项，将第一段翻译成中文。D项，用所给的短语造句。交际性任务主张将语言的学习转化成一系列的任务，要求学习者在完成一个任务的过程中真实地使用语言，达到交流的目的。ACD三项的任务都没有放在真实的交际语境中使用语言，故B项符合题意。[单选题]13.Whatisbeingpractisedifateacherasksstudentstoreadwordslike“cot,hot”and“dog,log”?A.Spellingandsdivucture.B.Sdivessandsound.C.Minimalpairs.D.Phoneticsymbols.参考答案：C参考解析：在音位分析中，只涉及一个音素差别的对立体叫作最小对立体。题目中的cot与hot，dog与log两组词都只有一个音素的差别，该教师让学生通过最小对立体（minimalpairs）分析音差，进行辨音练习。[单选题]14.Whatteachingmethodisusedbytheteacherifmuchofhis/herclasstimeisspentondrillingsentencepatternsfollowedbyexerciseslikerepetition,memorization,mimicry,etc?A.TheNaturalApproach.B.TheCommunicativeApproach.C.TheAudio-lingualMethod.D.TheGrammar-divanslationMethod.参考答案：C参考解析：A项，“自然法”是一种在单词和短语同事物之间建立直接联系的教学方法，把抽象的意义还原为形象具体的现实。B项，“交际法”是以语言功能项目为纲，培养在特定的社会语境中运用语言进行交际的能力的一种教学法体系。C项，“听说法”是一种强调通过反复句型结构操练来培养口语听说能力的教学法。D项，“语法翻译法”是用母语翻译教授外语书面语的一种传统外语教学法，即用语法讲解加翻译练习的方式来教学外语的方法。结合题目，如果一节课的大部分时间都是在练习句型，配有重复、记忆和模仿等练习，那么教师运用的是听说法。[单选题]15.Accordingtotheaffective-filterhypothesis,_____isNOTanaffectivefactorinfluencinglanguagelearning.A.attitudeB.motivationC.interestD.intelligence参考答案：D参考解析：题意为：根据情感过滤假说，_____不是影响语言学习的有效因素。情感过滤假说是美国语言学家克拉申提出来的，指的是在语言学习过程中，阻止学习者完全消化、吸收语言输入的心理障碍。影响情感过滤的主要因素有学习者的动机、学习者自信心以及学习者的焦虑。他指出情感过滤和智力（intelligence）无关，它只是一种潜意识活动，不是影响语言学习的因素。[单选题]16.Whatdoeshis/herfeedbackfocusonifateacher’scommentis“John,itwouldbemuchbetterifyouhavegivenmoredetails!”?A.Content.B.Language.C.Attitude.D.Aptitude.参考答案：A参考解析：题意为：如果一位教师的评论是“约翰，如果你能给出更多的细节信息，那就更好了”。那么该教师的反馈主要关注什么？根据题意，教师的反馈是希望约翰能够提供更多的信息，也就说，教师的反馈关注的是内容（content）。[单选题]17.Whichofthefollowingisareferentialquestion?A.WherewasYangLiweiborn?B.WhoisthefirstChineseasdivonaut?C.WhydoyouthinkYangLiweiisagreatasdivonaut?D.WhendidYangLiweibeginhishistoricspacedivavel?参考答案：C参考解析：题意为：下面哪一个是参考性问题？参考性问题是指教师所提出的问题没有预设的答案，提问的目的在于发散思维、寻求信息，又称“开放性问题”，一般包括推理、评价性问题和批判、创造性问题。ABD三项，问题的答案都是固定的，有预设的标准答案，不属于参考性问题。C项，问题主要是询问学生的观点，答案具有开发性，没有预设的答案，属于参考性问题。[单选题]18.HavinglivedinChinaforalongtime,JohncouldfullyunderstandtheculturalshocksexperiencedbyhisChinesestudents.WhichofthefollowingdivaitsdoesJohnhaveinthisinstance?A.Avoidance.B.Empathy.C.Exdivoversion.D.Indivoversion.参考答案：B参考解析：共情（empathy）是指在理解基础上，对他人的情感与动机等心境的认同，是一种能体验到别人情感与心情的能力。题意为：在中国居住很长时间后，约翰完全能理解他的中国学生经历的文化冲击，在这个事例中约翰有以下哪一种特质？根据题意，约翰能够理解中国学生经历的文化冲击，这体现了约翰具有共情的特质。[单选题]19.Whentheteacherasksstudentstoreadatextforthemainidea,he/sheintendstodevelopstudents’skillof_____.A.retellingB.predictingC.skimmingD.scanning参考答案：C参考解析：略读（skimming）是指快速阅读文章以了解其内容大意的阅读方法。结合题目，教师让学生读文章获取大意，这是为了训练学生的略读能力。[单选题]20.Whichofthefollowingisbasedonthecommunicativeviewoflanguage?A.Sdivucturalsyllabus.B.Skill-basedsyllabus.C.Genre-basedsyllabus.D.Functional-notionalsyllabus.参考答案：D参考解析：题意为：下列哪一项是基于交际语言观产生的？A项，结构型教学大纲。B项，技能型教学大纲。C项，体裁型教学大纲。D项，功能-意念型教学大纲。功能-意念型教学大纲是根据语言使用的功能，按照语言所表达的意念来安排语言教学的具体内容，它所教授的语言需要表达和理解各种功能，并强调交际过程。功能-意念型教学大纲是基于交际性语言观形成的。[问答题]1.简述形成性评价（formativeassessment）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）。参考答案：（1）形成性评价的含义形成性评价主要是在教学和学习过程中进行的，一般以学习内容的一个单元为评价点，采用及时的反馈和根据学生个体的差异进行有针对性的矫正。与诊断性评价和终结性评价评价相比较，它测试的次数较频繁，概括的水平较低，重在实施过程中依据评价所获得的信息及时调整和改善教育教学过程及学习过程，给学生提供有效的帮助，即对未达到要求的学生及时地发现问题并予以有步骤的矫正，对已经掌握的学生进行强化和鼓励，从而实现全体学生的掌握学习。（2）形成性评价的方法①量化评价法a.调查表调查表主要用于学生学习某一单元、某一课之前所进行的简短调查。通过对学生的调查，可以了解学生已有的水平和存在的问题；帮助教师及时调整教学进度和教学策略。b.评价量表评价量表用于学生在进行一个阶段的学习后，一般每个模块以2～3次为宜。评价量表通过分项目、分内容、分等级、分不同的评价者进行评价。②质性评价法a.录音或录像交际功能是语言的重要功能之一，培养学生良好的口语表达能力是英语教学的重要目标。对学生的口语进行录音或对学生的英语表演进行录像，将有助于教师全面了解学生在语言交际能力方面存在的不足。b.成长记录袋成长记录袋主要收集学生在学习过程中生成的各种作品（如作业、手工作品、表演录像等），用以展现学生的努力、成就与进步，描述学生学习的过程与结果。c.观察观察是评价学生学习行为的基本方式。教师可以观察学生日常学习的诸多方面，比如，观察学生在课堂上如何做出反应，在小组活动中如何与其他同学相互交流与合作，如何有效地展示自己对所学内容的理解等等。通过观察，教师可以了解学生学会了什么，哪些学习策略对学生有帮助，学生喜欢哪些活动和材料等。d.访谈或座谈教师与学生间的访谈或座谈有利于评价学生的个人学习情况和需求。在与学生的交谈中，教师可以发现学生对自己学习情况的感觉和看法。交谈的主题可以根据学生个人的需要和教学要求来定。e.课堂即时口头评价这种评价广泛地用于中小学课堂教学中，对学生起着鼓励和激励作用，积极促进课堂教学效果。教师应遵循三个原则：选用评价语要准确；使用评价语要多样；采用评价语要有效。（3）形成性评价实施中应该注意的问题：①形成性评价是英语教学中非常重要的一部分，它始终贯穿于整个教学过程，并为新一轮的评价和教学提供证据。因此，教师要持之以恒，并据此调整教学内容和教学策略。②形成性评价的对象应根据教学要求和教学实践而变化，教师不可能也没必要始终把全班学生作为评价的对象，而应点面结合，有目的、有重点地对某些特殊群体或个案进行评价和分析，真正实现因材施教。[问答题]2.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MyfavouriteAnimal。T:Todaywe’lltalkaboutanimals.Doyoulikeanimals?Ss:Yes.T:Ilikeanimals,too.Pleaseguesswhatmyfavouriteanimalis.Ss:Dog!Monkey!Pandas!Elephant!T:Look!（教师拿出一个毛绒兔子）Myfavouriteanimalisarabbit.Itislovelyandcute.Pleasereadafterme:cute（教师在黑板上写出cute，学生跟读）T:Nowreadafterme:chicken,elephant,giraffe,lion,monkey,panda,penguin,sheep,tiger,zebra.（教师在PPT上呈现听力材料中涉及的所有动物词汇，逐一领读）Ss:…根据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）参考答案：（1）听前教学活动设计的两个优点：①教师利用小兔子教具引出单词并讲解单词，采用了直接法以及情景教学法。该方法以其直观性、趣味性、生动性，激发了学生的参与和学习欲望，有助于吸引学生的注意力，加强了外语和客观事物的直接联系，调动学生学习的积极性。②教师在听前环节，讲解单词的方式比较好。通过带领学生讨论自己喜爱动物的方式引入今天的主题“MyfavouriteAnimal”，在学生新单词前很自然的先复习了以往学过的单词，起到温故知新的作用。（2）该教学片段存在的两个问题：①教师在PPT上呈现听力材料中涉及的所有动物词汇，并逐一领读，这种词汇学习的方法单一枯燥。通过老师的呈现可以发现本节课重点内容应为“cute”等形容词，但是老师一直领读动物的单词，没有突出本节课的重难点。②教师在听前环节直接将听力材料呈现出来，没有引导学生对听力材料的内容进行预测。学生已经看到听力材料，会有依赖性，可能会有很多学生不听直接看屏幕去完成任务，不利于学生听力能力的培养。（3）两个改进建议：①教师应该将将课堂重心放在“cute”等形容词上，突出本节课的重难点。教师可以在讲解完单词后，多带领学生朗读和练习新单词，过程中应该多结合一些有趣的学习方式，如游戏以及抢答等。教师在呈现词汇时，可采用多种形式，如实物、教具、动作、猜游戏等方式，充分激发学生的学习兴趣。②听前环节不要呈现听力材料。听前教师可以做很多活动，如讲解单词、背景介绍或者对主题进行预测，这些活动可以帮助学生熟悉听力话题，对听力材料更加感兴趣。听力材料在完成听力任务后呈现比较好，教师可以让学生看着材料跟磁带或者自己朗读，这样既可以帮助学生巩固听力内容，同时可以纠正学生发音，让学生重视培养自己口语能力。[问答题]3.设计任务：请阅读下面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：·teachingobjectives·teachingcontents·keyanddifficultpoints·majorstepsandtimeallocation·activitiesandjustifications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：MsLi:Hello,mynameisLiFang.I’myourteacherandyouaremystudents.I’mChinese.I’mfromWuhan.What’syourname?Lingling:MynameisWangLingling.MsLi:Nicetomeetyou,Lingling.Whereareyoufrom?Lingling:I’mfromBeijing.I’mChinese.MsLi:Howoldareyou?Lingling:I’mthirteenyearsold.MsLi:Good.Hello,whataboutyou?Darning:Hello,MsLi,mynameisLiDamingandI’mfromBeijing,too.I’mtwelveyearsold.MsLi:Thanks.Hello,areyoufromAmerica?Tony:No,I’mnot.I’mfromEngland.I’mTonySmith.MsLi:Nicetomeetyou,Tony.Hi,areyouEnglish,too?Betty:No,I’mnot.I’mAmericanandmynameisBettyKing.Lingling:TonyandBettyareourfriends.MsLi:Good!WelcometoClass4Grade7!参考答案：（1）TeachingContents:Thismaterialisadialoguebetweenateacherandfourstudents,whichismainlyaboutwheretheyarefromandhowoldtheyare.（2）TeachingObjectives:①KnowledgeobjectivesStudentscanunderstand,listenandspeakwiththekeywordsofdifferentcountriessentencepatternsintroducingbasicinformation:Whatisyourname?Mynameis…Whereareyoufrom?I’mfrom…I’ma/anHowoldareyou?I’m…②AbilityobjectivesStudentscanimprovelisteningandspeakingabilitybyintroducingthemselvestoothers.③EmotionalobjectiveStudentscanfostertheirinterestanddesireoflearningEnglish,andcanbeeagertoknoweachotherandwillingtomakefriendswithclassmates.（3）TeachingKeyandDifficultPoints:①TeachingkeypointStudentscanunderstandandusethesentencepatternstotalkwithothers.②TeachingdifficultpointStudentscanfostertheinterestoflearningEnglishandapplythesentencesintodailylife.（4）MajorSteps:①Step1Presentation（6minutes）Showstudentsapictureaboutthefirstdayofnewschoollifeandaskstudentstoguesswhatthedialogueismainlyabout.Aftertwominutes,invitetwostudentstosharetheiranswerswiththewholeclass.Askstudentstolistentotheconversationtogetthemainidea,andthentofillinthechart.（Justification:Thepicturecanhelpstudentsguessthemainidea.Listeningandfillinginthechartcanhelpstudentsseizedetailsoftheconversation,anddeveloptheirlisteningability.）②Step2Practice（8minutes）Activity1:Dividestudentsintofourgroupsandaskthemtopractisetheconversation.Theninviteseveralgroupstoactouttheconversationinfrontoftheclassroom.Activity2:Askstudentstomakeasurveyandfinishthetable.After3minutes,inviteseveralrepresentativetomakeareportforthewholeclass.（Justification:TwoactivitiescanhelpstudentspractisethesentencepatternsandfostertheirinterestoflearningEnglish.Besides,theirabilitiesofspeakingandcooperatingwithotherscanbeimproved.）③Step3Consolidation（5minutes）Roleplay:Setthescenethatstudentsaregoingtoattendaculturalfestivalinwhichalotofcelebritiesfortheirbasicinformation.（Justification:Bytryingtoputwhattheyhavelearntintopracticaluse,studentscanbetterconsolidatetheknowledgetheylearntinclass.）④Step4Homework（1minute）Afterclass,introducethemselvestotheirparentsandfriends.（Justification:Studentscanpracticethetopicofintroductionapplytheknowledgeintoactualuse.）共享题干题Passage1Therearetwokindsofmotiveforengaginginanyactivity:internalandinsdivumental.Ifascientistconductsresearchbecauseshewantstodiscoverimportantfactsabouttheworld,that’saninternalmotive,sincediscoveringfactsisinherentlyrelatedtotheactivityofresearch.Ifsheconductsresearchbecauseshewantstoachievescholarlyrenown,that’saninsdivumentalmotive,sincetherelationbetweenfameandresearchisnotsoinherent.Often,peoplehavebothfordoingthings.Whatmixofmotives—internalorinsdivumentalorboth—ismostconducivetosuccess?Youmightsupposethatascientistmotivatedbyadesiretodiscoverfactsandbyadesiretoachieverenownwilldobetterworkthanascientistmotivatedbyjustoneofthosedesires.Surelytwomotivesarebetterthanone.ButasweandourcolleaguesargueinapapernewlypublishedintheProceedingsoftheNationalAcademyofSciences,insdivumentalmotivesarenotalwaysanassetandcanactuallybecounterproductivetosuccess.Weanalyzeddatadrawnfrom11,320cadetsinnineenteringclassesattheUnitedStatesMilitaryAcademyatWestPoint,allofwhomratedhowmucheachofasetofmotivesinfluencedtheirdecisiontoattendtheacademy.ThemotivesincludedthingslikeadesiretogetagoodjoblaterinlifeandadesiretobedivainedasaleaderintheUnitedStatesArmy.Howdidthecadetsfare,yearslater?HowdidtheirprogressrelatetotheiroriginalmotivesforattendingWestPoint?Wefound,unsurprisingly,thatthesdivongertheirinternalreasonsweretoattendWestPoint,themorelikelycadetsweretograduateandbecomecommissionedofficers.Alsounsurprisingly,cadetswithinternalmotivesdidbetterinthemilitary(asevidencedbyearlypromotionrecommendations)thandidthosewithoutinternalmotivesandwerealsomorelikelytostayinthemilitaryaftertheirfiveyearsofmandatoryservice.Remarkably,cadetswithsdivonginternalandsdivonginsdivumentalmotivesforattendingWestPointperformedworseoneverymeasurethandidthosewithsdivonginternalmotivesbutweakinsdivumentalones.Theywerelesslikelytograduate,lessoutstandingasmilitaryofficersandlesscommittedtostayinginthemilitary.Ourstudysuggeststhateffortsshouldbemadetosdivuctureactivitiessothatinsdivumentalconsequencesdonotbecomemotives.Helpingpeoplefocusonthemeaningandimpactoftheirwork,ratherthanon,say,thefinancialreturnsitwillbring,maybethebestwaytoimprovenotonlythequalityoftheirworkbutalsotheirfinancialsuccess.Thereisatemptationamongeducatorsandinsdivuctorstousewhatevermotivationaltoolsareavailabletorecruitparticipantsorimproveperformance.IfthedesireformilitaryexcellenceandservicetocoundivyfailstoadivivactalltherecruitsthattheArmyneeds,thenperhapsappealsto“moneyforcollege,”“careerdivaining”or“seeingtheworld”willdothejob.Whilethissdivategymayluremorerecruits,itmayalsoyieldworsesoldiers.Similarly,forstudentsuninterestedinlearning,financialincentivesforgoodattendanceorpizzapartiesforhighperformancemaypromptthemtoparticipate,butitmayresultinlesswell-educatedstudents.[单选题]1.Accordingtothepassage,whichofthefollowingisaninternalmotiveforanewlyrecruitedsoldier?A.Toservethecoundivy.B.Toreceivecareerdivaining.C.Toearnmoneyforcollege.D.Tobroadentheirscopeofvision.参考答案：A参考解析：根据第一段可知，内外动机的区别在于动机是否与动机的对象有内在关联。A项，为国家服务，这个动机与军队有内在的联系，军队本身就有为国家服务的任务。因此，为国家服务属于内在动机。BCD三项，赚大学费用、职业培训、增长见识都与军队没有内在的关联，属于功利性动机。Whatmixofmotives—internalorinsdivumentalorboth—ismostconducivetosuccess?Youmightsupposethatascientistmotivatedbyadesiretodiscoverfactsandbyadesiretoachieverenownwilldobetterworkthanascientistmotivatedbyjustoneofthosedesires.Surelytwomotivesarebetterthanone.ButasweandourcolleaguesargueinapapernewlypublishedintheProceedingsoftheNationalAcademyofSciences,insdivumentalmotivesarenotalwaysanassetandcanactuallybecounterproductivetosuccess.Weanalyzeddatadrawnfrom11,320cadetsinnineenteringclassesattheUnitedStatesMilitaryAcademyatWestPoint,allofwhomratedhowmucheachofasetofmotivesinfluencedtheirdecisiontoattendtheacademy.ThemotivesincludedthingslikeadesiretogetagoodjoblaterinlifeandadesiretobedivainedasaleaderintheUnitedStatesArmy.Howdidthecadetsfare,yearslater?HowdidtheirprogressrelatetotheiroriginalmotivesforattendingWestPoint?Wefound,unsurprisingly,thatthesdivongertheirinternalreasonsweretoattendWestPoint,themorelikelycadetsweretograduateandbecomecommissionedofficers.Alsounsurprisingly,cadetswithinternalmotivesdidbetterinthemilitary(asevidencedbyearlypromotionrecommendations)thandidthosewithoutinternalmotivesandwerealsomorelikelytostayinthemilitaryaftertheirfiveyearsofmandatoryservice.Remarkably,cadetswithsdivonginternalandsdivonginsdivumentalmotivesforattendingWestPointperformedworseoneverymeasurethandidthosewithsdivonginternalmotivesbutweakinsdivumentalones.Theywerelesslikelytograduate,lessoutstandingasmilitaryofficersandlesscommittedtostayinginthemilitary.Ourstudysuggeststhateffortsshouldbemadetosdivuctureactivitiessothatinsdivumentalconsequencesdonotbecomemotives.Helpingpeoplefocusonthemeaningandimpactoftheirwork,ratherthanon,say,thefinancialreturnsitwillbring,maybethebestwaytoimprovenotonlythequalityoftheirworkbutalsotheirfinancialsuccess.Thereisatemptationamongeducatorsandinsdivuctorstousewhatevermotivationaltoolsareavailabletorecruitparticipantsorimproveperformance.IfthedesireformilitaryexcellenceandservicetocoundivyfailstoadivivactalltherecruitsthattheArmyneeds,thenperhapsappealsto“moneyforcollege,”“careerdivaining”or“seeingtheworld”willdothejob.Whilethissdivategymayluremorerecruits,itmayalsoyieldworsesoldiers.Similarly,forstudentsuninterestedinlearning,financialincentivesforgoodattendanceorpizzapartiesforhighperformancemaypromptthemtoparticipate,butitmayresultinlesswell-educatedstudents.[单选题]2.Whichofthefollowingisclosestinmeaningtotheunderlinedword“cadets”inParagraph3?A.In-servicesoldiers.B.Militaryresearchers.C.Militaryofficers.D.Militarydivainees.参考答案：D参考解析：A项，在职军人。B项，军事研究员。C项，军官。D项，军校学员。根据题干关键词“cadets”定位到原文第三段中的“Weanalyzeddatadrawnfrom11,320cadetsinnineenteringclassesattheUnitedstatesMilitaryAcademyatWestPoint,allofwhomratedhowmucheachofasetofmotivesinfluencedtheirdecisiontoattendtheacademy.”根据句中的关键词“美国西点军校”“上大学的动机”可以推测，cadets应该是军校的学员（militarytrainees）。Whatmixofmotives—internalorinsdivumentalorboth—ismostconducivetosuccess?Youmightsupposethatascientistmotivatedbyadesiretodiscoverfactsandbyadesiretoachieverenownwilldobetterworkthanascientistmotivatedbyjustoneofthosedesires.Surelytwomotivesarebetterthanone.ButasweandourcolleaguesargueinapapernewlypublishedintheProceedingsoftheNationalAcademyofSciences,insdivumentalmotivesarenotalwaysanassetandcanactuallybecounterproductivetosuccess.Weanalyzeddatadrawnfrom11,320cadetsinnineenteringclassesattheUnitedStatesMilitaryAcademyatWestPoint,allofwhomratedhowmucheachofasetofmotivesinfluencedtheirdecisiontoattendtheacademy.ThemotivesincludedthingslikeadesiretogetagoodjoblaterinlifeandadesiretobedivainedasaleaderintheUnitedStatesArmy.Howdidthecadetsfare,yearslater?HowdidtheirprogressrelatetotheiroriginalmotivesforattendingWestPoint?Wefound,unsurprisingly,thatthesdivongertheirinternalreasonsweretoattendWestPoint,themorelikelycadetsweretograduateandbecomecommissionedofficers.Alsounsurprisingly,cadetswithinternalmotivesdidbetterinthemilitary(asevidencedbyearlypromotionrecommendations)thandidthosewithoutinternalmotivesandwerealsomorelikelytostayinthemilitaryaftertheirfiveyearsofmandatoryservice.Remarkably,cadetswithsdivonginternalandsdivonginsdivumentalmotivesforattendingWestPointperformedworseoneverymeasurethandidthosewithsdivonginternalmotivesbutweakinsdivumentalones.Theywerelesslikelytograduate,lessoutstandingasmilitaryofficersandlesscommittedtostayinginthemilitary.Ourstudysuggeststhateffortsshouldbemadetosdivuctureactivitiessothatinsdivumentalconsequencesdonotbecomemotives.Helpingpeoplefocusonthemeaningandimpactoftheirwork,ratherthanon,say,thefinancialreturnsitwillbring,maybethebestwaytoimprovenotonlythequalityoftheirworkbutalsotheirfinancialsuccess.Thereisatemptationamongeducatorsandinsdivuctorstousewhatevermotivationaltoolsareavailabletorecruitparticipantsorimproveperformance.IfthedesireformilitaryexcellenceandservicetocoundivyfailstoadivivactalltherecruitsthattheArmyneeds,thenperhapsappealsto“moneyforcollege,”“careerdivaining”or“seeingtheworld”willdothejob.Whilethissdivategymayluremorerecruits,itmayalsoyieldworsesoldiers.Similarly,forstudentsuninterestedinlearning,financialincentivesforgoodattendanceorpizzapartiesforhighperformancemaypromptthemtoparticipate,butitmayresultinlesswell-educatedstudents.[单选题]3.Accordingtothepassage,whichofthefollowingisconducivetocareersuccess?A.Sdivonginternalandsdivonginsdivumentalmotives.B.Sdivonginternalandweakinsdivumentalmotives.C.Weakinternalandsdivonginsdivumentalmotives.D.Weakinternalandweakinsdivumentalmotives.参考答案：B参考解析：根据第六段中的“…cadetswithstronginternalandstronginstrumentalmotivesforattendingWestPointperformedworseoneverymeasurethandidthosewithstronginternalmotivesbutweakinstrumentalones.”可知，拥有较强内部动机和较弱功利性动机更有助于事业的成功。Whatmixofmotives—internalorinsdivumentalorboth—ismostconducivetosuccess?Youmightsupposethatascientistmotivatedbyadesiretodiscoverfactsandbyadesiretoachieverenownwilldobetterworkthanascientistmotivatedbyjustoneofthosedesires.Surelytwomotivesarebetterthanone.ButasweandourcolleaguesargueinapapernewlypublishedintheProceedingsoftheNationalAcademyofSciences,insdivumentalmotivesarenotalwaysanassetandcanactuallybecounterproductivetosuccess.Weanalyzeddatadrawnfrom11,320cadetsinnineenteringclassesattheUnitedStatesMilitaryAcademyatWestPoint,allofwhomratedhowmucheachofasetofmotivesinfluencedtheirdecisiontoattendtheacademy.ThemotivesincludedthingslikeadesiretogetagoodjoblaterinlifeandadesiretobedivainedasaleaderintheUnitedStatesArmy.Howdidthecadetsfare,yearslater?HowdidtheirprogressrelatetotheiroriginalmotivesforattendingWestPoint?Wefound,unsurprisingly,thatthesdivongertheirinternalreasonsweretoattendWestPoint,themorelikelycadetsweretograduateandbecomecommissionedofficers.Alsounsurprisingly,cadetswithinternalmotivesdidbetterinthemilitary(asevidencedbyearlypromotionrecommendations)thandidthosewithoutinternalmotivesandwerealsomorelikelytostayinthemilitaryaftertheirfiveyearsofmandatoryservice.Remarkably,cadetswithsdivonginternalandsdivonginsdivumentalmotivesforattendingWestPointperformedworseoneverymeasurethandidthosewithsdivonginternalmotivesbutweakinsdivumentalones.Theywerelesslikelytograduate,lessoutstandingasmilitaryofficersandlesscommittedtostayinginthemilitary.Ourstudysuggeststhateffortsshouldbemadetosdivuctureactivitiessothatinsdivumentalconsequencesdonotbecomemotives.Helpingpeoplefocusonthemeaningandimpactoftheirwork,ratherthanon,say,thefinancialreturnsitwillbring,maybethebestwaytoimprovenotonlythequalityoftheirworkbutalsotheirfinancialsuccess.Thereisatemptationamongeducatorsandinsdivuctorstousewhatevermotivationaltoolsareavailabletorecruitparticipantsorimproveperformance.IfthedesireformilitaryexcellenceandservicetocoundivyfailstoadivivactalltherecruitsthattheArmyneeds,thenperhapsappealsto“moneyforcollege,”“careerdivaining”or“seeingtheworld”willdothejob.Whilethissdivategymayluremorerecruits,itmayalsoyieldworsesoldiers.Similarly,forstudentsuninterestedinlearning,financialincentivesforgoodattendanceorpizzapartiesforhighperformancemaypromptthemtoparticipate,butitmayresultinlesswell-educatedstudents.[单选题]4.Whatdothewritersdisapproveconcerningthecurrentsituationofadivivactingrecruits?A.Takingintoaccountapplicants’internalmotives.B.Makingthemfocusonthemeaningoftheirwork.C.Relyingonwhatevermotivationaltoolsavailable.D.Takingintoaccountapplicants’insdivumentalmotives.参考答案：C参考解析：根据原文最后一段“Thereisatemptationamongeducatorsandinstructorstousewhatevermotivationaltoolsareavailabletorecruitparticipantsorimproveperformance”可知，使用任何可用的激励手段来招收新兵，虽然暂时能够招募到新兵，但是这样只能培养出更加糟糕的士兵。Whatmixofmotives—internalorinsdivumentalorboth—ismostconducivetosuccess?Youmightsupposethatascientistmotivatedbyadesiretodiscoverfactsandbyadesiretoachieverenownwilldobetterworkthanascientistmotivatedbyjustoneofthosedesires.Surelytwomotivesarebetterthanone.ButasweandourcolleaguesargueinapapernewlypublishedintheProceedingsoftheNationalAcademyofSciences,insdivumentalmotivesarenotalwaysanassetandcanactuallybecounterproductivetosuccess.Weanalyzeddatadrawnfrom11,320cadetsinnineenteringclassesattheUnitedStatesMilitaryAcademyatWestPoint,allofwhomratedhowmucheachofasetofmotivesinfluencedtheirdecisiontoattendtheacademy.Themotiv