核心提示：2012年初中英语教师招聘考试高度模拟试卷及参考答案四 ...
The economy of the United States after 1952 was the economy of a well fed,almost fully employed people.Despite occasional alarms,the country escaped any postwar depression and lived in a state of boom.An economic survey of the year 1955,a typical year of the 1950 s,may be typical as illustrating the rapid economic growth of the decade.The national output was value at 10 percent above that of 1954 (1955 output was estimated at 392 billion dollars).The production of manufacturers was about 40 percent more than it had averaged in the years immediately following World War Two.The country s business spent about 30 billion dollars for new factories and machinery.National income available for spending was almost a third greater than it had been in 1950.Consumers spent about 256 billion dollars;that is about 700 million dollars a day,or about twenty five million dollars every hour,all round the clock.Sixty five million people held jobs and only a little more than two million wanted jobs but could not find them.Only agriculture complained that it was not sharing in the room.To some observers this was an ominous echo of the mid 1920 s.As farmers share of their products declined,marketing costs rose.But there were,among the observers of the national economy,a few who were not as confident as the majority.Those few seemed to fear that the boom could not last and would eventually lead to the opposite depression.
()10.What is the best title of the passage?
A.The Agricultural Trends of 1950 s
B.The Unemployment Rate of 1950 s
C.U.S.Economy in the 1950 s
D.The Federal Budget of 1952
()11.In Line 3,the word “boom” could best be replaced by.
A.nearby explosion B.thunderous noise
C.general public support D.rapid economic growth
()12.It can be inferred from the passage that most people in the United States in 1955 viewed
the national economy with an air of.
A.confidence B.confusion
C.disappointment D.suspicion
()13.Which of the following were LEAST satisfied with the national economy in the 1950 s?
A.Economists B.Farmers
C.Politicians D.Steelworkers
()14.The passage states that income available for spending in the U.S.was greater in 1955 than
in 1950.How much was it?
A.60%
B.50%
C.33% D.90%
Passage 4
In the college admissions wars,we parents are the true fighters.We are pushing our kids to get good grades,take SAT preparatory courses and build resumes so they can get into the college of our first choice.I ve twice been to the wars,and as I survey the battlefield,something different is happening.We see our kids college background as a prize demonstrating how well weve raised them.But we cant acknowledge that our obsession(痴迷) is more about us than them.So weve contrived various justifications that turn out to be half truths,prejudices or myths.It actually doesnt matter much whether Aaron and Nicole go to Stanford. We have a full blown prestige panic;we worry that there wont be enough prizes to go around.Fearful parents urge their children to apply to more schools than ever.Underlying the hysteria(歇斯底里) is the belief that scarce elite degrees must be highly valuable.Theyre more successful because they get a better education and develop better contacts.All that is plausible —and mostly wrong.We havent found any convincing evidence that selectivity or prestige matters.Selective schools dont systematically employ better instructional approaches than less selective schools.On two measures—professors feedback and the number of essay exams— selective schools do slightly worse. By some studies,selective schools do enhance their graduates lifetime earnings.The gain is reckoned at 2%-4% for every 100 point increase in a schools average SAT scores.But even this advantage is probably a statistical fluke(偶然).A well known study examined students who got into highly selective schools and then went elsewhere.They earned just as much as graduates from higher status schools. Kids count more than their colleges.Getting into Yale may signify intelligence,talent and ambition.But its not the only indicator and,paradoxically,its significance is declining.The reason: so many similar people go elsewhere.Getting into college is not life only competition.Old boy networks are breaking down.Alan Krueger studied admissions to one top Ph.D.program.High scores on the GRE helped explain who got in;degrees of prestigious universities didnt. So,parents,lighten up.The stakes have been vastly exaggerated.Up to a point,we can rationalize our pushiness.America is a competitive society;our kids need to adjust to that.But too much pushiness can be destructive.The very ambition we impose on our children may get some into Harvard but may also set them up for disappointment.One study found that,other things being equal,graduates of highly selective schools experienced more job dissatisfaction.They may have been so conditioned to be on top that anything less disappoints.
()15.Why does the author say that parents are the true fighters in the college admissions wars?
A.They have the final say in which university their children are to attend.
B.They know best which universities are most suitable for their children.
C.They have to carry out intensive surveys of colleges before children make an application.
D.They care more about which college their children go to than the children themselves.
()16.Why do parents urge their children to apply to more school than ever?
A.They want to increase their children chances of entering a prestigious college.
B.They hope their children can enter a university that offers attractive scholarships.
C.Their children will have a wider choice of which college to go to.
D.Elite universities now enroll fewer students than they used to.
()17.What does the author mean by kids count more than their colleges(Line1,Paragraph 4)?
A.Continuing education is more important to a person success.
B.A person s happiness should be valued more than his education.
C.Kids actual abilities are more important than their college background.
D.What kids learn at college cannot keep up with job market requirements.
()18.What does Krueger study tell us?
A.Getting into Ph.D.programs may be more competitive than getting into college.
B.Degrees of prestigious universities do not guarantee entry to graduate programs.
C.Graduates from prestigious universities do not care much about their GRE scores.
D.Connections built in prestigious universities may be sustained long after graduation.
()19.One possible result of pushing children into elite universities is that.
A.they earn less than their peers from other institutions
B.they turn out to be less competitive in the job market
C.they experience more job dissatisfaction after graduation
D.they overemphasize their qualifications in job application
Ⅳ.Writing 15%
Directions: In this part,you are required to write a letter.Suppose you are Tom.Write a letter
to your friend Li Hong.You should write at least 120 words according to the situation given below
in Chinese:
假设你的好朋友李宏是大学四年级学生，正在考虑是考研究生继续深造还是大学毕业后就走上工作岗位。请给他写封信提出你的建议。
教育学、教育心理学部分
五、单项选择题(本大题共5 小题，每小题2 分，共10 分)
()1.体现我国教学的根本方向和特点的教学原则是。
A.理论联系实际原则 B.科学性和教育性相结合原则
C.因材施教原则 D.循序渐进原则
()2.在课堂上，某教师注重创造自由气氛，鼓励学生自由发表意见，不把自己的意志强加于学生。该教师对课堂管理的领导方式主要属于 。
A.参与式 B.监督式
C.放羊式 D.控制式
()3.世界上最早的一部教育文献是。
A.《论语》 B.《大学》
C.《学记》 D.《世界图解》
()4.在解几何证明题时，学生常从问题的目标状态往回走，先确定达到该目标所需要的条件，然后再将达到目标所需要的条件与问题提供的已知条件进行对比，完成证明过程。这种方法属于问题解决中的。
A.反推法B.算式法
C.简化法D.类比法
()5.下列哪种学习策略属于元认知策略?
A.设置目标 B.列提纲
C.寻求同学帮助 D.做笔记
六、简答题(本大题共2 小题，每小题6 分，共12 分)
1.试简要比较：公元前1600 年-公元前300 年雅典和斯巴达的教育。
2.简述学生认知差异研究对教学的主要启示。
专业基础知识部分
Ⅰ.Vocabulary and Structure
1.B 【解析】从题意我们可以推断出，此处要表达的意思是“我们的学校明天会更好”，故用比较级。
2.B 【解析】疑问句中用anything，形容词修饰something,everything,anything 时，置于这些词后面。
3.D 【解析】本题考查的是whose 引导的定语从句的用法。Whose 在定语从句中为关系代词，表示“…… 的”; 它可以指“人的”，也可以指“物的”;既可以引导限制性定语从句，也可以引导非限制性定语从句。
4.A 【解析】这里指的是所有受伤的人，谓语动词用复数。
5.B 【解析】本题考查的是which 引导的非限制性定语从句。用which 引导的非限制性定语从句来说明前
面整个句子的情况。
6.A 【解析】略。
7.B 【解析】主语为the teaching building，故谓语应为stands。
8.C 【解析】the same as 强调的是类型的相同;the same that 强调的是同一件物体。
9.D 【解析】sensible 意为“明智的，合理的”;flexible 意为“灵活的”;objective 意为“客观的”;sensitive 意为“敏感的”。
10.D 【解析】as soon as 意为“一……就……”，引导时间状语从句时，表示主句动作紧接着从句动作发生。主句用一般将来时，从句用一般现在时。
11.A 【解析】have access to 意为“接近，到达”，此句的意思是“只有很少一部分人可以接触到这个事件的全部真相”。
12.B 【解析】express 意为“表达自己的思想观点”;manifest 意为“显露，暴露”;reflect 意为“反射”;display 意为“展示”。本句的意思是“他的疾病开始呈严重胃痛和头痛病状”。
13.A 【解析】rectify 意为“更正，修改”;reclaim 意为“收回，要求归还”;refrain 意为“节制，避免”;reckon 意为“估计，猜想”。本句的意思是“一旦你知道了自己的错误，你就应该尽快改正它们”。
14.D 【解析】reclaim 意为“收回，要求归还”;reconcile 意为“使和解，使顺从”;reassure 意为“使恢复信心，保证”;retrieve 意为“收回，取回，检索”。本句的意思是“众所周知，计算机是用来有效储存和检索信息的”。
15.D 【解析】distract 意为“转移”;stimulate 意为“激发某人，激励”;inspire 意为“鼓舞，感动”;tempt 意为“诱惑”。本句的意思是“尽管他在节食，但美味可口的饭菜对他还是很具诱惑力”。
Ⅱ.Close
1-5 BACBA6-10 BCAAD
Ⅲ.Reading Comprehension
1-5 BACDB6-9 ABAA10-14 CDABC15-19 DACBC
Ⅳ.Writing
【参考答案】略。
教育学、教育心理学部分
五、单项选择题
1.B 【解析】 科学性与教育性相结合原则是指教学要以马克思主义为指导，把现代先进科学的基础知识和基础技能传授给学生，同时要结合知识、技能内在的德育因素，对学生进行政治、思想和道德品质教育， 为学生形成科学的世界观、人生观奠定基础。
2.A 【解析】略。
3.C 【解析】《学记》成书于战国晚期，是我国最早也是世界最早的成体系的教育学著作。
4.A 【解析】算式法：依照正规的、机械性的途径去解决问题。做法是将各种可能达到目标的方法都算出来，再一一尝试，确定哪一种为正确答案;反推法：目标递归策略，从目标状态出发，按照子目标组成的逻辑顺序逐级向初始状态递归;类比法：把两个形式上相同的东西(通常是数学公式形式相同)进行类比，由已知直接得到未知。
5.A 【解析】元认知策略大致可分以下三种：计划策略——计划策略包括设置学习目标、浏览阅读材料、产生待回答的问题以及分析如何完成学习任务。监控策略——监控策略包括阅读时对注意加以跟踪，对材料进行自我提问，考试时监视自己的速度和时间。调节策略——调节策略与监控策略有关。
六、简答题
1.【参考答案】古代雅典教育的目的是培养有文化修养和多种才能的政治家和商人，注重身心的和谐发展， 教育内容比较丰富，教育方式也比较灵活。古代斯巴达教育的目的是培养忠于统治阶级的强悍的军人，强调军事体育训练和政治道德灌输，教育内容单一，教育方法也比较严厉。
2.【参考答案】(1)创设适应认知差异的教学组织行式;(2)采用适应认知差异的教学方式;(3)使用适应认知差异的教学手段。