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
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 .
.With him were his American wife Fanny and
Each morning Stevenson would take them out for a long hills. They had been 26
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
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
Ⅴ.Writing 10% Direction: For this part, you are allowed 3



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