湖北省农村义务教师招聘考试小学英语试卷及答案解析

湖北省农村义务教师招聘考试小学英语试卷及

答案解析

集团标准化工作小组 [Q8QX9QT-X8QQB8Q8-NQ8QJ8-M8QMN]

2015年湖北省农村义务教师招聘考试（小学英语）

试卷及答案解析

(时间：120分钟满分：150分)

1．单项选择(共10题，每小题1分，共10分)

1. __the day on, the weather got worse.

A. With

B. Since

C. Which

D. As

2. Advertisements give us __about products, such as their prices and uses.

A. information

B. news

C. words

D. pictures

3. The young lady__nothing but fashions on which she spends a lot.

A. cares for

B. applies for

C. sends for

D. runs for

4. Recently I bought an ancient vase, __ was very reasonable.

A. which price

B. the price of which

C. its price

D. the price of that

5. The film __for half an hour when I got to the cinema.

A. began

B. begun

C. had begun

D. had been on

6. But for your help, I __ the work ahead of time.

A. wouldn't have finished

B. didn't finish

C. hadn't finished

D. wouldn't finish

7. __ was a protest movement by American youth that arose in the late 1960s.

A. Counter Culture Movement

B. The Women's Movement

C. The Anti-War Movement

D. Free Speech Movement

8. In the United States continues to welcome a large number of immigrants each year and has referred to as a melting-pot society. This trend can reflect the theory of__

A. macroculture

B. microculture

C. globalization

D. modernization

9. In the 18th century English literature, the representative writer of Neo-classicism is__

A. Pope

B. Swift

C. Defoe

D. Milton

10. Which writer who won the Nobel Prize was famous for his writing skills by using simple

English and sentence structures

A. William Faulkner

B. Ernest Hemingway

C．Eugence 0’Neill

D．Sinclair Lewis

Ⅱ．完形填空(共20题。每小题1分。共20分)

My job was to make classroom observations and encourage a training program that would enable students to feel good about themselves and take charge of their lives．Donna was one of the volunteer teachers who participated in this11

One day，I entered Donna’s classroom，took a seat in the back of the room and 12．All

the students were working13a task．The student next to me was filling her page with“I Can’

ts．…‘I can’t kick the soccer ball．”“I can’t get Debbie to like me．”Her page was half full and she showed no14 of stopping．I walked down the row and found15was writing sentences，de-

scribing things they couldn’t do．

By this time the activity aroused my 16，so I decided to check with the teacher to see what

was going on 17I noticed she too was busy writing．“I can’t get John’s mother to come for a

parents’meeting”…I felt it best not to18.

After another ten minutes，the students were19to fold the papers in half and bring them to the front．They placed their

“I Can't”statements into an empty shoe box．Then Donna 20 hers．She put the lid on the box，tucked it under her arm and headed out the door．Students followed the teacher．I followed the students．Halfway down the hallway Donna got a shovel from the tool house．and then marched the students to the farthest corner of the playground．There they be-

gan to 21．The box of“I Can’ts”was placed at the22of the hole and then quickly covered with dirt．At this point Donna announced，“Boys and girls，please join hands and your heads．”They quickly formed a circle around the grave．Donna delivered the eulogy(悼词)．

“Friends．we gathered here today to24the memory of‘I Can’t．’He is25by his brothers and sisters‘I Can’and‘I Will’．May‘I Can…t rest in26．Amen!”She turned the

students27and marched them back into the classroom．They celebrated the28of“I Can”．Donna cut a large tombstone from paper．She wrote the words“I Can't”at the top and the date at the bottom，then hung it in the classroom．On those rare occasions when a student29and said，“I Can’t，”

Donna30pointed to the paper tombstone．The student then remembered that“I Can't”was dead and chose other statement．11．A．job B．project C．observation D．course 12．A．checked B．noticed C．watched D．waited

13．A．on B．with C．as D．for

14．A．scenes B．senses C．marks D．signs

15．A．nobody B．somebody C．everyone D．anyone

1 6．A．curiosity B．suspect C．sympathy D．worry

17．A．and B．or C．but D．so

18．A．insert B．interrupt C．talk D．request

19．A．taught B．shown C．forced D．instructed

20．A．added B．wrote C．made D．folded

21. A. cry B. pray C. dig D. play

22. A. back B. bottom C. top D. edge

23. A. drop B. raise C. fall D. lift

24. A. keep B. thank C. forgive D. honor

25. A. remembered B. punished C. removed D. replaced

26. A. silence B. heart C. peace D. memory

27. A. down B. up C. off D. around

28. A. birth B. passing C. loss D. starting

29. A. awoke B. reminded C. forgot D. apologized

30. A. simply B. hardly C. seriously D. angrily

Ⅲ．阅读理解(共12题，每小题2分。共24分)

A

Psychology tells us that many people hate to take risks. But it is good for us to take risks, es-

pecially when the risk is to achieve a desired result. In that way, we become stronger and braver.

Our human nature should be to take risks, but some people just sit and wish they didn't have the fear to move on. This is because they failed a few times in their lives. Please step out and don't let the past hold you back from living life to the fullest. Move forward and move on! In studying the psychology of taking risks, we find that human provides us with the desire to experiment and take chances.

Risk taking is a great advantage that allowed our ancestors to become stronger and stronger day by day. By taking risks they fought off enemies and discovered new territories. This attitude has become a part of our modem culture. Riding a roller caster is a common risk taking activity. Even each person seems to enjoy the risk although they have the understanding that it is dangerous. This psychological and biological connection creates an interesting connection between what is unsafe and what humans enjoy.

Getting in a car each day is a risk. Getting out of bed

is a risk, too. We need to take risks so

that we can complete many things. Astronauts take risks when they get inside a rocket; however,

the things they achieve are great. Businessmen take a risk when they buy parts of a company,

however, without doing that, they could not make more money.

We need to take risks so that we can gain something. It

is impossible to move forward in life, earn money, enjoy a relationship, play a sport, or doing anything else without taking a risk. It is all part of the game. It' s one of the most important parts of life.

31. Some people don't want to take risks, mainly

because__

A. they are too lazy to move on

B. they feel pleased with the present life

C. they have failed several times before

D. they show little interest in the strange world outside

32. What does the underlined part "This attitude" in paragraph 3 mean

A. Taking risks.

B. Fighting off enemies.

C. Discovering new territories.

D. Becoming stronger and stronger.

33. What can we infer from the passage

A. Daily life is full of risks.

B. The safest place has the greatest risk.

C. People should take risks when they are young.

D. We can always achieve our goals by taking risks.

34. What would be the title for the passage

A. Taking Risks Is Easier Said than Done

B. Risks Taken by Ancestors

C. Live Our Life to the Fullest

D. No Risk, No Gain

B

In 1784, five years before he became president of the United States, George Washington,

52, was nearly toothless. So he hired a dentist to transplant nine teeth into his jaw--having ex-

tracted them from the mouths of his slaves.

That's a far different image from the cherry-tree-chopping George most people remember from their history books. But recently, many historians have begun to focus on the roles slavery played in the lives of the founding generation. They have been spurred in part by DNA evidence made available in 1998, which almost certainly proved Thomas Jefferson had fathered at least one child with his slave Sally Hemings. And only over the past 30 years have scholars examined history from the bottom up. Works of several historians reveal the moral compromises made by the nation's ear-ly leaders and the fragile nature of the country's infancy. More significantly, they argue that many of the Founding Fathers knew slavery was wrong--and yet most did little to fight it.

More than anything, the historians say, the founders were hampered by the culture of their

time. While Washington and Jefferson privately expressed distaste for slavery, they also understood that it was part of

the political and economic bedrock of the country they helped

to create.

For one thing, the South could not afford to part with its slaves. Owning slaves was "like hav-ing a large bank account," says Wiencek, author of A n Imperfect God: George Washington,

His Slaves, and The Creation of America. The southern states would not have signed the Constitution without protections for the "peculiar institution," including a clause that counted a slave as three fifths of a man for purposes of congressional representation.

And the statesmen's political lives depended on slavery. The three-fifths formula handed Jef-ferson his narrow victory

in the presidential election of 1800 by inflating the votes of the southern states in the Electoral College. Once in office, Jefferson extended slavery with the Louisiana Pur-chase in 1803; the new land was carved into 13 states, including three slave states.

Still, Jefferson freed Hemings's children--though not Hemings herself or his approximately

150 other slaves. Washington, who had begun to believe that all men were created equal after

observing the bravery of the black soldiers during the Revolutionary War, overcame the strong

opposition of his relatives to grant his slaves their freedom in his will. Only a decade earlier, such

an act would have required legislative approval in Virginia.

35. George Washington's dental surgery is mentioned to__

A. show the primitive medical practice in the past

B. demonstrate the cruelty of slavery in his days

C. stress the role of slaves in the . history

D. reveal some unknown aspect of his life

36. We may infer from the second paragraph that__

A. DNA technology has been widely applied to history research

B. in its early days the . was confronted with delicate situations

C. historians deliberately made up some stories of Jefferson's life

D. political compromises are easily found throughout the . history

37. What do we learn about Thomas Jefferson

A. His political view changed his attitude towards slavery.

B. His status as a father made him free the child slaves.

C. His attitude towards slavery was complex.

D. His affair with a slave stained his prestige.

38. Washington's decision to free slaves originated from his__

A. moral considerations

B. military experience

C. financial conditions

D. political stand

C

It's one of our common beliefs that mice are afraid of cats. Scientists have long known that

even if a mouse has never seen a cat before, it is still able to detect chemical signals released from it and run away in fear. This has always been thought to be something that is

hard-wired into a mouse ' s brain.

But now Wendy Ingram, a graduate student at the University of California, Berkeley, has

challenged this common sense. She has found a way to "cure" mice of their inborn fear of cats by infecting them with a parasite, reported the science journal Nature.

The parasite, called Toxoplasma gondii, might sound unfamiliar to you, but the shocking fact is that up to one-

third of people around the world are infected by it. This parasite can cause differ-ent diseases among humans, especially pregnant women--it is linked to blindness and the death of unborn babies.

However, the parasite's effects on mice are unique. Ingram and her team measured how mice reacted to a cat's

urine(尿)before and after it was infected by the parasite. They

noted that normal mice stayed far away from the urine while mice that were infected with the parasite walked freely around the test area.

But that's not all. The parasite was found to be more powerful than originally thought—even after researchers cured the mice of the infection. They no longer reacted with fear to a cat' s smell, which could indicate that the infection has caused a permanent change in mice's brains.

Why does a parasite change a mouse's brain instead of making it sick like it does to humans The answer lies in evolution.

"It's exciting scary to know how a parasite can manipulate a mouse's brain this way," In-

gram said. But she also finds it inspiring. "Typically ff you have a bacterial infection, you go to a

doctor and take antibiotics and the infection is cleared and you expect all the symptoms to also go away." She said, but this study has proven that wrong. "This may have huge implications for infec- tious disease medicine."

39. The passage is mainly about__

A. mice's inborn terror of cats

B. the evolution of Toxoplasma

C. a new study about the effects of a parasite on mice

D. a harmful parasite called Toxoplasma gondii

40. The underlined part "hard-wired" in Paragraph 1 probably means__

A. deeply rooted

B. quickly changed

C. closely linked

D. deeply hurried

41. Which of the following statements is true according to the passage

A. Toxoplasma gondii causes people strange and deadly diseases.

B. With certain infection the infectious disease cannot be cured completely.

C. Human beings infected by toxoplasma gondii will have permanent brain damage.

D. Toxoplasma gondii is harmful to human beings, but it does no harm to mice.

42. The author's attitude towards the experiment is__

A. positive

B. subjective

C. negative

D. objective

Ⅳ．翻译(共5题。每小题2分，共10分)

First impressions are often lasting ones. (43)Indeed, if you play your cards right, you can

enjoy the benefits of what sociologists call the "halo effect."

(44)This means that if you're viewed positively within the critical first few person you've met will likely assume everything you do is positive. (45)To make your first encounter a positive one, start with a firm handshake.

(46)Whenever you have a choice of seats, select a chair beside