福建省教师招聘考试全真模拟试卷( 福建省教师招聘考试全真模拟试卷(一) 中学英语
第一卷?专业知识
Ⅰ.Vocabulary and Structure 10% Directions: There are 10 incomplete sentences in this part. For each sentence there are four choices marked A, B, C and D. Choose the ONE that best completes the sentence.

  1. ?Would you like to join me for a quick lunch before class? ? , but I promised Nancy to go out with her. A. I’d like to B. I like it. C. I don’t D. I will

  2. The performance nearly three hours, but few people left the theatre early. A. covered B. reached C. played D. lasted

  3. Edward, you play so well. But I A. didn’t know C. don’t know
you played the piano. B. hadn’t known D. haven’t known

  4. I tried phoning her office, but I couldn’t. A. get along C. get to B. get on D. get through

  5. It’ so nice to hear from her again. , we last met more than thirty years ago. A. What’s more B. That’s to say C. In other words D. Believe it or not

  6. I like getting up very early in summer. The morning air is so good . A. to be breathed
  7. Most of B. to breathe C. breathing D. being breathed
we call geniuses are successful only because they have made
extraordinary efforts. A. whom B. who C. which D. what

  8. A man who shows no honour should expect from a gentleman. A. no one B. nothing C. no D. none , but students

  9. The computer was used in teaching. As a result, not only became more interested in the lessons.
A. saved was teachers’ energy C. teachers’ energy was saved
  10. ?Sorry, I made a mistake again.
B. was teachers’ energy saved D. was saved teachers’ energy
? . Practice more and you’ll succeed. A. Never mind B. Certainly not C. Not at all D. Don’t mention it
Ⅱ.Reading Comprehension 20% Directions: There are 2 passages in this part. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A, B, C and D. You should choose the best one.
Passage One It is pretty much a one-way street. While it may be common for university researchers to try their luck in the commercial world, there is very little traffic in the opposite direction. Pay has always been the biggest deterrent, as people with families often feel they cannot afford the drop in salary when moving to a university job. For some industrial scientists, however, the attractions of academia (学术界) outweigh any financial considerations. Helen Lee took a 70% cut in salary when she moved from a senior post in Abbott Laboratories to a medical department at the University of Cambridge. Her main reason for returning to academia mid-career was to take advantage of the greater freedom to choose research questions. Some areas of inquiry have few prospects of a commercial return, and Lee’s is one of them. The impact of a salary cut is probably less severe for a scientist in the early stages of a career. Guy Grant, now a research associate at the Unilever Centre for Molecular Informatics at the University of Cambridge, spent two years working for a pharmaceutical (制药的) company before returning to university as a post-doctoral researcher. He took a 30% salary cut but felt it worthwhile for the greater intellectual opportunities. Higher up the ladder, where a pay cut is usually more significant, the demand for scientists with a wealth of experience in industry is forcing universities to make the
transition (转换) to academia more attractive, according to Lee. Industrial scientists tend to receive training that academics do not, such as how to build a multidisciplinary team, manage budgets and negotiate contracts. They are also well placed to bring something extra to the teaching side of an academic role that will help students get a job when they graduate, says Lee, perhaps experience in manufacturing practice or product development. “Only a small number of undergraduates will continue in an academic career. So someone leaving university who already has the skills needed to work in an industrial lab has far more potential in the job market than someone who has spent all their time on a narrow research project.”
  11. By “a one-way street” (Line 1, Para.
  1), the author means . [A] university researchers know little about the commercial world [B] there is little exchange between industry and academia [C] few industrial scientists would quit to work in a university [D] few university professors are willing to do industrial research
  12.The word “deterrent” (Line 2, Para.
  1) most probably refers to something that . [A] keeps someone from taking action [C] attracts people’s attention [B] helps to move the traffic [D] brings someone a financial burden
  13.What was Helen Lee’s major consideration when she changed her job in the middle of her career? [A] Flexible work hours. [C] Her preference for the lifestyle on campus. [B] Her research interests. [D] Prospects of academic accomplishments.
  14. Guy Grant chose to work as a researcher at Cambridge in order to . [A] do financially more rewarding work [B] raise his status in the academic world [C] enrich his experience in medical research
[D] exploit better intellectual opportunities
  15. What contribution can industrial scientists make when they come to teach in a university? [A] Increase its graduates’ competitiveness in the job market. [B] Develop its students’ potential in research. [C] Help it to obtain financial support from industry. [D] Gear its research towards practical applications. Passage two In the early 20th century, few things were more appealing than the promise of scientific knowledge. In a world struggling with rapid industrialization, science and technology seemed to offer solutions to almost every problem. Newly created state colleges and universities devoted themselves almost entirely to scientific, technological, and engineering fields. Many Americans came to believe that scientific certainty could not only solve scientific problems, but also reform politics, government, and business. Two world wars and a Great Depression rocked the confidence of many people that scientific expertise alone could create a prosperous and ordered world. After World War Ⅱ, the academic world turned with new enthusiasm to humanistic studies, which seemed to many scholars the best way to ensure the survival of democracy. American scholars fanned out across much of the world?with support from the Ford Foundation, the Fulbright program, etc.?to promote the teaching of literature and the arts in an effort to make the case for democratic freedoms. In the America of our own time, the great educational challenge has become an effort to strengthen the teaching of what is now known as the STEM disciplines (science, technology, engineering, and math). There is considerable and justified concern that the United States is falling behind much of the rest of the developed world in these essential disciplines. India, China, Japan, and other regions seem to be seizing technological leadership. At the same time, perhaps inevitably, the humanities?while still popular in elite
colleges and universities?have experienced a significant decline. Humanistic disciplines are seriously underfunded, not just by the government and the foundations but by academic institutions themselves. Humanists are usually among the lowest-paid faculty members at most institutions and are often lightly regarded because they do not generate grant income and because they provide no obvious credentials (资质)for most nonacademic careers. Undoubtedly American education should train more scientists and engineers. Much of the concern among politicians about the state of American universities today is focused on the absence of “real world” education?which means preparation for professional and scientific careers. But the idea that institutions or their students must decide between humanities and science is false. Our society could not survive without scientific and technological knowledge. But we would be equally impoverished (贫困 的) without humanistic knowledge as well. Science and technology teach us what we can do. Humanistic thinking helps us understand what we should do. It is almost impossible to imagine our society without thinking of the extraordinary achievements of scientists and engineers in building our complicated world. But try to imagine our world as well without the remarkable works that have defined our culture and values. We have always needed, and we still need, both.
  16. In the early 20th century Americans believed science and technology could . [A] solve virtually all existing problems [C] help raise people’s living standards [B] quicken the pace of industrialization [D] promote the nation’s social progress
  17. Why did many American scholars become enthusiastic about humanistic studies after World WarⅡ? [A] They wanted to improve their own status within the current education system. [B] They believed the stability of a society depended heavily on humanistic studies.
[C] They could get financial support from various foundations for humanistic studies. [D] They realized science and technology alone were no guarantee for a better world.
  18. Why are American scholars worried about education today? [A] The STEM subjects are too challenging for students to learn. [B] Some Asian countries have overtaken America in basic sciences. [C] America is lagging behind in the STEM disciplines. [D] There are not enough scholars in humanistic studies.
  19. What accounts for the significant decline in humanistic studies today? [A] Insufficient funding. [C] Shortage of devoted faculty. [B] Shrinking enrollment. [D] Dim prospects for graduates.
  20. Why does the author attach so much importance to humanistic studies? [A] They promote the development of science and technology. [B] They help prepare students for their professional careers. [C] Humanistic thinking helps define our culture and values. [D] Humanistic thinking helps cultivate students’ creativity.
Ⅲ.Close 20% Directions: There are 20 blanks in the following passage. For each blank there are four choices marked A, B, C and D on the right side of the paper. You should choose the ONE that best fits into the passage.
The True Story of Treasure Island It was always thought that Treasure Island was the product of Robert Louis Stevenson’s imagination. exciting work. Stevenson, a Scotsman, had lived 22 for many years. In 1881he 21 , recent research has found the true story of this
returned to Scotland for a his son 24 .
23
.With him were his American wife Fanny and
Each morning Stevenson would take them out for a long hills. They had been 26
25
over the
this for several days before the weather suddenly
took a turn for the worse. Kept indoors the heavy rain, Lloyd felt the days 27 .To keep the boy happy, Robert asked the boy to do some 28 .
One morning, the boy came to Robert with a beautiful map of an island, Robert 29 that the boy had drawn a large cross in the middle of 31 30 . “What’s
that?” he asked. “That’s the 32
treasure,” said the boy. Robert suddenly 33 .While the rain was 34 a
something of an adventure story in the boy’s
pouring, Robert sat down by the fire to write a story. He would make the twelve-year-old boy, just like Lloyd. But who would be the pirate(海盗)? Robert had a good friend named Henley, who walked around with the a wooden leg. Robert had always wanted to 36
35
of 37
such a man in a story. 38 .
Long John Silver, the pirate with a wooden leg, was So, thanks to a 39
September in Scotland, a friend with a wooden leg, and 40
the imagination of a twelve-year-old boy, we have one of the greatest stories in the English language.
  21. A. However
  22. A. alone
  23. A. meeting
  24. A. Lloyd
  25. A. talk
  26. A. attempting
  27. A. quiet
  28. A. cleaning
  29. A. doubted
  30. A. the sea
  31. A. forgotten
  32. A. saw B. Therefore B. next door B. story B. Robert B. rest B. missing B. dull B. writing B. noticed B. the house B. buried B. drew C. Besides C. at home C. holiday C. Henley C. walk C. planning C. busy C. drawing C. decided C. Scotland C. discovered C. made D. Finally D. abroad D. job D. John D. game D. enjoying D. cold D. exercising D. recognized D. the island D. unexpected D. learned

  33. A. book
  34. A. star
  35. A. help
  36. A. praise
  37. A. Yet
  38. A. read
  39. A. rainy
  40. A. news
B. reply B. hero B. problem B. produce B. Also B. born B. sunny B. love
C. picture C. writer C. use C. include C. But C. hired C. cool C. real-life
D. mind D. child D. bottom D. accept D. Thus D. written D. windy D. adventure
Ⅳ.Error Correction 10%
Dear Alice, I have just got some good mews to tell to you. I win a national prize for painting last week. My father was so pleasing that he suggested I go to England for a holiday. I’d like to staying There for half a month, visiting place of interest Or practicing my English as well. We’ve been Writing to each for nearly a year now. I have often dreamed of talk face to with you. I imagine you’ll be at vacation yourself by that Time. Perhaps we could go out to do some sightseeing together. Best, Lily
  41.
  42.
  43.
  44.
  45.
  46.
  47.
  48.
  49.
  50.
Ⅴ.Writing 10% Direction: For this part, you are allowed 3
 

相关内容

2011年福建省教师招聘考试英语全真模拟试卷

   福建省教师招聘考试全真模拟试卷( 福建省教师招聘考试全真模拟试卷(一) 中学英语 第一卷?专业知识 Ⅰ.Vocabulary and Structure 10% Directions: There are 10 incomplete sentences in this part. For each sentence there are four choices marked A, B, C and D. Choose the ONE that best completes the sente ...

2011年福建省教师招聘考试中学英语学科考试大纲

   2011 年福建省中小学新任教师公开招聘考试 中学英语学科考试大纲 中学英语学科考试大纲 一、考试性质 福建省中小学新任教师公开招聘考试是合格的大学毕业生参加的全省统一 的选拔性考试。考试结果将作为福建省中小学新任教师公开招聘面试的依据。招 聘考试应从教师应有的专业素质和教育教学能力等方面进行全面考核,择优录 取。招聘考试应具有较高的信度、效度,必要的区分度和适当的难度。 二、考试目标与要求 1.考查考生对中学英语教学内容的理解、掌握和运用水平。 2.考查考生对高等教育对应于中学英语学科教学 ...

省教师招聘小学英语考试模拟试题答案

   2011 浙江省教师招聘小学英语考试模拟试题答案 浙江省教授招聘考试小学英语学科考试试题 第一部分:小学英语学科教学内容 小学英语学科教学内容 说明:本部分测试考生对小学英语学科教学内容掌握情况,本部分共 26 小题,共 30 分,分 为四节。第一节:字母和单词注音;第二节:翻译;第三节:完形填空;第四节:写作。 第一节:字母和单词注音(共 10 小题;每小题 0。5 分,满分 5 分) 1. w [`d?b(Y)lju:] 2. z [zed] 3. l [el] 5. reading [ ...

浙江省2011年高考英语全真模拟试题[15]

   浙江省 2011 年高考英语仿真模拟试卷 15 选择题) 非选择题)两部分, 分钟。 本试卷分第 I 卷(选择题)和第 II 卷(非选择题)两部分,共 120 分,考试时间 120 分钟。 第一卷(两部分, 第一卷(两部分,共 80 分) 第一部分:英语知识运用(共两节, 第一部分:英语知识运用(共两节, 满分 30 分) 第一节:单项填空(共 20 小题; 每小题 0.5 分,满分 10 分 )从 A、B、C、D 四个选项 中, 选出可以填入空白处的最佳选项。 1.(原创)You must ...

浙江省2011年高考英语全真模拟试题[11]

   浙江省 2011 年高考英语仿真模拟试卷 11 分钟, 考试时间 120 分钟,满分 120 分 第Ⅰ卷(共 80 分) 共 第一部分:英语知识运用(共两节, 第一部分:英语知识运用(共两节,满分 30 分) 第一节:单项填空( 小题; 第一节:单项填空(共 20 小题;每小题 0.5 分,满分 10 分) 四个选项中, 选出可以填入空白处的最佳选项, 从 A、B、C 和 D 四个选项中 选出可以填入空白处的最佳选项 并在答题纸上将该选项标 、 、 号涂黑。 号涂黑。 1. Can I ge ...

2009年福建省教师公开招聘考试英语试卷

   2009 年福建省教师公开招聘考试英语试卷 第一部分 教育理论与实践 下列四个选项中, Ⅰ.单项选择题(下列四个选项中,其中正确答案只有一个,请将正确答案选出 单项选择题 下列四个选项中 其中正确答案只有一个,请将正确答案选出)(10 分) 37643 1 0 )之日起开始实施。 之日起开始实施。 中华人民共和国教育法》 第 1 题 《中华人民共和国教育法》自( A.1990 年 9 月 1 日 . B.1995 年 9 月 1 日 . C.1992 年 9 月 1 日 . D.1998 年 ...

同等学力英语口语全真模拟试题

   同等学力人员申请硕士学位英语水平全国统一考试 口语部分模拟练习 1. A: That's the worst looking painting. I've ever seen. B: A. Never mind. Let's continue to look at. B. Come on. It's not that bad. C. No, it is not the worst painting. D. Yes. It looks I keep worst. A: How long ca ...

_浙江省教师招聘考试中学英语学科考

   浙江省教师招聘考试 中学英语学 浙江省教师 招聘考试中学英语学 招聘考试 科考试说明 Ⅰ、考试性质 浙江省教师招聘考试是为全省教育行政部门招聘教 师而进行的选拔性考试, 其目的是为教育行政部门录用 教师提供智育方面的参考。各地根据考生的考试成绩,结 合面试情况,按已确定的招聘计划,从教师应有的素质、 文化水平、教育技能等方面进行全面考核,择优录取。因 此,全省教师招聘考试应当具有较高的信度、效度、区分 度和适当的难度。 有独到之见;摸索教学方法,能够另辟蹊径。这是对各种 知识、 技能加以融会 ...

浙江省教师招聘考试中学英语学科考试说明

   浙江省教师招聘考试中学英语学科考试说明 Ⅰ,考试性质 浙江省教师招聘考试是为全省教育行政部门招聘教师而进行的选拔性考试, 其目的是为教 育行政部门录用教师提供智育方面的参考.各地根据考生的考试成绩,结合面试情况,按已 确定的招聘计划, 从教师应有的素质, 文化水平, 教育技能等方面进行全面考核, 择优录取. 因此,全省教师招聘考试应当具有较高的信度,效度,区分度和适当的难度. II, 考试目标与要求 浙江省教师招聘考试中学英语学科考试旨在选拔具有优秀英语教师潜质的考生入职中学英 语教学.其具 ...

2011江苏各市高考全真模拟试卷汇编 英语 Answer

   4:39 2010-9-25 1.南京市2009-2010学年度高三第一次调研测试(期末考试) 英 语 参考答案 2010.1. 第一部分 听力理解 1 C 2 A 3 B 4 C 5 C 6 B 7 B 8 A 9 C 10 B 11 A 12 B 13 C 14 A 15 B 16 C 17 C 18 B 19 B 20 A 第二部分 英语知识运用 21 A 22 B 23 A 24 A 25 B 26 B 27 D 28 D 29 C 30 A ...

热门内容

牛津英语2B 教材分析

   “牛津”2 “牛津”2B 新版教材分析 2A解疑 困惑1、知识点太多, 困惑 、知识点太多,学生难以消化 困惑2、 困惑 、教材和配套练习中的书写不统一 困惑3、儿歌偏难, 困惑 、儿歌偏难,不够趣味 2B解读 1、新教材特点: 全面性、交际性、趣味性、生活化、 全面性、交际性、趣味性、生活化、大容 量 2、对教师的要求: To teach English To teach kids how to learn 能整体把握教材 会正确理解教材 要适当处理教材 2B教材修订原则 教材修订原则 1 ...

英语:Unit 7 What does he look like写作部分课件(人教新目标七年级下)

   How to describe people No.Six Middle School of Lao Shan Hu Lei A B appearance: What does he/she look like ? personality: What is he /she like? appearance: (外貌 外貌) 外貌 1.tall--short 2.thin--heavy/strong 3.curly straight/long hair 4.glasses 、beard(胡子 ...

八年级英语下册第二单元练习题

   八年级英语(下)第二单元检测试卷 一、词汇考查。A.用所给单词的适当形式填空。 1. There was an (argue) happened between Tom and Jack last night. 2. Lucy is used to (have) a walk after supper every day. 3. The people in Iraq keep fighting for their own (free). 4. The teenagers have to wo ...

高中英语短文改错

   高 中 英 语 短 高 文 英 二 改 错 册 复 习 上 语 考 查 目 标 1)识别错误 并正确校正语篇的能力 2)综合运用英语知识的能力 准确理解语篇, 3)准确理解语篇,掌握内容及行文逻辑 的能力 考 查 内 容 3.短文该错考查项目 1.一致性问题: 2.词的用法 一致性问题: 短文该错考查项目 一致性问题 词的用法 1)主谓一致 ) 1)词的分类知识: 1)错词更正 )词的分类知识: ) 2)时态一致 ) ) 2)构词法知识: 2)多词删除 )构词法知识: 3)名词的数 ) 3) ...

初一英语(下)知识点

   初一英语(下)知识点 一,第五单元 1. The same to you! 表示你也一样.当祝福你的人给你祝福时,用于回应对方.Happy Children' s Day! The same to you! the sane to sb.表示某人也一样 2. by +交通工具名称,表示使用某种交通方式,中间不加限定词,如果交通工具前有 the, one's 等限 定词时,介词不能用 by,而用 on 或.in. 注意: by 引导的短语不能在句中作谓语,只能用作方式状语与动词 go, com ...