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绝密★启用前
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.
工作单位
第Ⅰ卷:选择题(60 分)
一,公共知识(20 分,每小题 2 分.每小题只有一个最符合题意的答案.答对计 2 分,少答计 1 分,多答,错答或不答计 0 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 1 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(40 分) I.Multiple 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 2 页 共 8 页
考号
姓名
C. to identify the writer's attitude D. to find specific information
  16. I expect you think I'm because I don't 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
  18.If 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
A. B. C. D. E. F. G.
Learning strategies self-monitoring guessing from context memorizing organizing learning aids repeating consulting reference resources using opportunities for practice

  20. A good many proposals were raised by the delegates, was to be expected. A. that B. what C. as D. it
II.Match (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. Techniques Encourage learner autonomy Find what students think. Make your feedback positive and constructive. Build variety into your teaching.

  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')
A. B. C. D.

  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. Functions A. requesting Example sentences B. disagreeing
  25. This burger hasn't been cooked property. (F) C. advising
  26. Would you mind not smoking here? (A) D. asking for an opinion
  27. I wouldn't eat that apple if I were you- it looks bad. (C) E. enquiring
  28. Excuse me, is it too late to get a ticket for the disco tonight? (E) F. complaining
  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 don't need to use.
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. It's 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 it's 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 17
  50. Two thirds cannot correctly judge the Civil War between 1850 and 19
  00. 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
株洲市 2008 年教师业务考试试卷初中英语 第 4 页 共 8 页
株洲市 2008 年教师业务考试试卷初中英语 第 3 页 共 8 页
IV.Reading 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
 

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