2021年教师招聘考试《小学英语》押题密卷2

There is no simple answer, ___________ is often the case in science.

President Xi Jinping highlighted the importance of improvement of ecology and environmental protection as he __________ greater awareness of their benefits.

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

____________ your opinions are worth considering, the committee finds it unnecessary to place too much importance on them.

Sometimes the children just ___________ have someone with the patience and willingness to lend an ear and spare a little of their time.

Not until yesterday ___________ anything about the new English teacher.

She didn′ t know __________ to express her ideas in English clearly in public.

--I don′ t suppose the police know who did it.

--Well, surprisingly they do. A woman has been arrested and___________ now.

--Philip has gone to New Zealand.

--Oh, can you tell me ___________?

--Which of those electronic dictionaries do you like most?

-- __________. They are both expensive and of little use.

Being a good listener is a kind of quality and that′ s __________ it takes to keep friendship.

Born in 1805, ___________ produced such great works as the The Ugly Ducking, The Emperor′s New Clothes and The Little Mermaid.

As large numbers of Chinese flocked to Japan to pay thousands for toilet seats, it was a surprise to many people ____________ the smart toilet lids on sale in Japan were actually made in China.

He is neither __________European, nor __________ American. He is from__________Australia.

--How about taking the shortcut, Rita?

--Sounds good. But the sign ahead says the bridge ___________.

根据下面资料，回答

Reading aloud and silent reading are two different types of reading practice. Each has a function in the teaching of reading and should not be 16 by the other. However, we need to be aware when we should use them. When we 17 teaching reading or developing reading skills, we are mostly referring to silent reading. To develop 18 readers in a foreign language, silent reading activities must be given enough 19 and time in class with the proper guidance from the 20 . Reading aloud also has its particular 21 for our students who are learning English as a foreign language. 22 can help them acquire good pronunciation and intonation, 23 them with new words and the stress patterns of English, help 24 their eontidenee in speaking the language. Therefore, opportunities should be 25 for students to read aloud only after they have comprehended the text 26 before comprehension can be very 27 and it can easily destroy their self-confidence. With 28 reading, it sets up a poor reading model for other students as well. It is 29 that we first help students learn the text through 30 reading activities and then with comprehension we give our students practice by using an audio tape to 31 a good model for practicing reading aloud. With adequate 32 , we may ask the students to read aloud to the whole class to 33 their motivation and confidence. By asking the students to read aloud, it is also a good chance for the teacher to get 34 on the students′ comprehension as we can notice 35 there are wrong pauses or mispronounced words which indicate possible difficulties or misunderstanding of the text.

第（16）题选

根据下面资料，回答

Reading aloud and silent reading are two different types of reading practice. Each has a function in the teaching of reading and should not be 16 by the other. However, we need to be aware when we should use them. When we 17 teaching reading or developing reading skills, we are mostly referring to silent reading. To develop 18 readers in a foreign language, silent reading activities must be given enough 19 and time in class with the proper guidance from the 20 . Reading aloud also has its particular 21 for our students who are learning English as a foreign language. 22 can help them acquire good pronunciation and intonation, 23 them with new words and the stress patterns of English, help 24 their eontidenee in speaking the language. Therefore, opportunities should be 25 for students to read aloud only after they have comprehended the text 26 before comprehension can be very 27 and it can easily destroy their self-confidence. With 28 reading, it sets up a poor reading model for other students as well. It is 29 that we first help students learn the text through 30 reading activities and then with comprehension we give our students practice by using an audio tape to 31 a good model for practicing reading aloud. With adequate 32 , we may ask the students to read aloud to the whole class to 33 their motivation and confidence. By asking the students to read aloud, it is also a good chance for the teacher to get 34 on the students′ comprehension as we can notice 35 there are wrong pauses or mispronounced words which indicate possible difficulties or misunderstanding of the text.

第（17）题选

根据下面资料，回答

Reading aloud and silent reading are two different types of reading practice. Each has a function in the teaching of reading and should not be 16 by the other. However, we need to be aware when we should use them. When we 17 teaching reading or developing reading skills, we are mostly referring to silent reading. To develop 18 readers in a foreign language, silent reading activities must be given enough 19 and time in class with the proper guidance from the 20 . Reading aloud also has its particular 21 for our students who are learning English as a foreign language. 22 can help them acquire good pronunciation and intonation, 23 them with new words and the stress patterns of English, help 24 their eontidenee in speaking the language. Therefore, opportunities should be 25 for students to read aloud only after they have comprehended the text 26 before comprehension can be very 27 and it can easily destroy their self-confidence. With 28 reading, it sets up a poor reading model for other students as well. It is 29 that we first help students learn the text through 30 reading activities and then with comprehension we give our students practice by using an audio tape to 31 a good model for practicing reading aloud. With adequate 32 , we may ask the students to read aloud to the whole class to 33 their motivation and confidence. By asking the students to read aloud, it is also a good chance for the teacher to get 34 on the students′ comprehension as we can notice 35 there are wrong pauses or mispronounced words which indicate possible difficulties or misunderstanding of the text.

第（18）题选

根据下面资料，回答

Reading aloud and silent reading are two different types of reading practice. Each has a function in the teaching of reading and should not be 16 by the other. However, we need to be aware when we should use them. When we 17 teaching reading or developing reading skills, we are mostly referring to silent reading. To develop 18 readers in a foreign language, silent reading activities must be given enough 19 and time in class with the proper guidance from the 20 . Reading aloud also has its particular 21 for our students who are learning English as a foreign language. 22 can help them acquire good pronunciation and intonation, 23 them with new words and the stress patterns of English, help 24 their eontidenee in speaking the language. Therefore, opportunities should be 25 for students to read aloud only after they have comprehended the text 26 before comprehension can be very 27 and it can easily destroy their self-confidence. With 28 reading, it sets up a poor reading model for other students as well. It is 29 that we first help students learn the text through 30 reading activities and then with comprehension we give our students practice by using an audio tape to 31 a good model for practicing reading aloud. With adequate 32 , we may ask the students to read aloud to the whole class to 33 their motivation and confidence. By asking the students to read aloud, it is also a good chance for the teacher to get 34 on the students′ comprehension as we can notice 35 there are wrong pauses or mispronounced words which indicate possible difficulties or misunderstanding of the text.

第（19）题选

根据下面资料，回答

Reading aloud and silent reading are two different types of reading practice. Each has a function in the teaching of reading and should not be 16 by the other. However, we need to be aware when we should use them. When we 17 teaching reading or developing reading skills, we are mostly referring to silent reading. To develop 18 readers in a foreign language, silent reading activities must be given enough 19 and time in class with the proper guidance from the 20 . Reading aloud also has its particular 21 for our students who are learning English as a foreign language. 22 can help them acquire good pronunciation and intonation, 23 them with new words and the stress patterns of English, help 24 their eontidenee in speaking the language. Therefore, opportunities should be 25 for students to read aloud only after they have comprehended the text 26 before comprehension can be very 27 and it can easily destroy their self-confidence. With 28 reading, it sets up a poor reading model for other students as well. It is 29 that we first help students learn the text through 30 reading activities and then with comprehension we give our students practice by using an audio tape to 31 a good model for practicing reading aloud. With adequate 32 , we may ask the students to read aloud to the whole class to 33 their motivation and confidence. By asking the students to read aloud, it is also a good chance for the teacher to get 34 on the students′ comprehension as we can notice 35 there are wrong pauses or mispronounced words which indicate possible difficulties or misunderstanding of the text.

第（20）题选

根据下面资料，回答

Reading aloud and silent reading are two different types of reading practice. Each has a function in the teaching of reading and should not be 16 by the other. However, we need to be aware when we should use them. When we 17 teaching reading or developing reading skills, we are mostly referring to silent reading. To develop 18 readers in a foreign language, silent reading activities must be given enough 19 and time in class with the proper guidance from the 20 . Reading aloud also has its particular 21 for our students who are learning English as a foreign language. 22 can help them acquire good pronunciation and intonation, 23 them with new words and the stress patterns of English, help 24 their eontidenee in speaking the language. Therefore, opportunities should be 25 for students to read aloud only after they have comprehended the text 26 before comprehension can be very 27 and it can easily destroy their self-confidence. With 28 reading, it sets up a poor reading model for other students as well. It is 29 that we first help students learn the text through 30 reading activities and then with comprehension we give our students practice by using an audio tape to 31 a good model for practicing reading aloud. With adequate 32 , we may ask the students to read aloud to the whole class to 33 their motivation and confidence. By asking the students to read aloud, it is also a good chance for the teacher to get 34 on the students′ comprehension as we can notice 35 there are wrong pauses or mispronounced words which indicate possible difficulties or misunderstanding of the text.

第（21）题选

根据下面资料，回答

Reading aloud and silent reading are two different types of reading practice. Each has a function in the teaching of reading and should not be 16 by the other. However, we need to be aware when we should use them. When we 17 teaching reading or developing reading skills, we are mostly referring to silent reading. To develop 18 readers in a foreign language, silent reading activities must be given enough 19 and time in class with the proper guidance from the 20 . Reading aloud also has its particular 21 for our students who are learning English as a foreign language. 22 can help them acquire good pronunciation and intonation, 23 them with new words and the stress patterns of English, help 24 their eontidenee in speaking the language. Therefore, opportunities should be 25 for students to read aloud only after they have comprehended the text 26 before comprehension can be very 27 and it can easily destroy their self-confidence. With 28 reading, it sets up a poor reading model for other students as well. It is 29 that we first help students learn the text through 30 reading activities and then with comprehension we give our students practice by using an audio tape to 31 a good model for practicing reading aloud. With adequate 32 , we may ask the students to read aloud to the whole class to 33 their motivation and confidence. By asking the students to read aloud, it is also a good chance for the teacher to get 34 on the students′ comprehension as we can notice 35 there are wrong pauses or mispronounced words which indicate possible difficulties or misunderstanding of the text.

第（22）题选

根据下面资料，回答

Reading aloud and silent reading are two different types of reading practice. Each has a function in the teaching of reading and should not be 16 by the other. However, we need to be aware when we should use them. When we 17 teaching reading or developing reading skills, we are mostly referring to silent reading. To develop 18 readers in a foreign language, silent reading activities must be given enough 19 and time in class with the proper guidance from the 20 . Reading aloud also has its particular 21 for our students who are learning English as a foreign language. 22 can help them acquire good pronunciation and intonation, 23 them with new words and the stress patterns of English, help 24 their eontidenee in speaking the language. Therefore, opportunities should be 25 for students to read aloud only after they have comprehended the text 26 before comprehension can be very 27 and it can easily destroy their self-confidence. With 28 reading, it sets up a poor reading model for other students as well. It is 29 that we first help students learn the text through 30 reading activities and then with comprehension we give our students practice by using an audio tape to 31 a good model for practicing reading aloud. With adequate 32 , we may ask the students to read aloud to the whole class to 33 their motivation and confidence. By asking the students to read aloud, it is also a good chance for the teacher to get 34 on the students′ comprehension as we can notice 35 there are wrong pauses or mispronounced words which indicate possible difficulties or misunderstanding of the text.

第（23）题选

根据下面资料，回答

Reading aloud and silent reading are two different types of reading practice. Each has a function in the teaching of reading and should not be 16 by the other. However, we need to be aware when we should use them. When we 17 teaching reading or developing reading skills, we are mostly referring to silent reading. To develop 18 readers in a foreign language, silent reading activities must be given enough 19 and time in class with the proper guidance from the 20 . Reading aloud also has its particular 21 for our students who are learning English as a foreign language. 22 can help them acquire good pronunciation and intonation, 23 them with new words and the stress patterns of English, help 24 their eontidenee in speaking the language. Therefore, opportunities should be 25 for students to read aloud only after they have comprehended the text 26 before comprehension can be very 27 and it can easily destroy their self-confidence. With 28 reading, it sets up a poor reading model for other students as well. It is 29 that we first help students learn the text through 30 reading activities and then with comprehension we give our students practice by using an audio tape to 31 a good model for practicing reading aloud. With adequate 32 , we may ask the students to read aloud to the whole class to 33 their motivation and confidence. By asking the students to read aloud, it is also a good chance for the teacher to get 34 on the students′ comprehension as we can notice 35 there are wrong pauses or mispronounced words which indicate possible difficulties or misunderstanding of the text.

第（24）题选

根据下面资料，回答

Reading aloud and silent reading are two different types of reading practice. Each has a function in the teaching of reading and should not be 16 by the other. However, we need to be aware when we should use them. When we 17 teaching reading or developing reading skills, we are mostly referring to silent reading. To develop 18 readers in a foreign language, silent reading activities must be given enough 19 and time in class with the proper guidance from the 20 . Reading aloud also has its particular 21 for our students who are learning English as a foreign language. 22 can help them acquire good pronunciation and intonation, 23 them with new words and the stress patterns of English, help 24 their eontidenee in speaking the language. Therefore, opportunities should be 25 for students to read aloud only after they have comprehended the text 26 before comprehension can be very 27 and it can easily destroy their self-confidence. With 28 reading, it sets up a poor reading model for other students as well. It is 29 that we first help students learn the text through 30 reading activities and then with comprehension we give our students practice by using an audio tape to 31 a good model for practicing reading aloud. With adequate 32 , we may ask the students to read aloud to the whole class to 33 their motivation and confidence. By asking the students to read aloud, it is also a good chance for the teacher to get 34 on the students′ comprehension as we can notice 35 there are wrong pauses or mispronounced words which indicate possible difficulties or misunderstanding of the text.

第（25）题选

根据下面资料，回答

Reading aloud and silent reading are two different types of reading practice. Each has a function in the teaching of reading and should not be 16 by the other. However, we need to be aware when we should use them. When we 17 teaching reading or developing reading skills, we are mostly referring to silent reading. To develop 18 readers in a foreign language, silent reading activities must be given enough 19 and time in class with the proper guidance from the 20 . Reading aloud also has its particular 21 for our students who are learning English as a foreign language. 22 can help them acquire good pronunciation and intonation, 23 them with new words and the stress patterns of English, help 24 their eontidenee in speaking the language. Therefore, opportunities should be 25 for students to read aloud only after they have comprehended the text 26 before comprehension can be very 27 and it can easily destroy their self-confidence. With 28 reading, it sets up a poor reading model for other students as well. It is 29 that we first help students learn the text through 30 reading activities and then with comprehension we give our students practice by using an audio tape to 31 a good model for practicing reading aloud. With adequate 32 , we may ask the students to read aloud to the whole class to 33 their motivation and confidence. By asking the students to read aloud, it is also a good chance for the teacher to get 34 on the students′ comprehension as we can notice 35 there are wrong pauses or mispronounced words which indicate possible difficulties or misunderstanding of the text.

第（26）题选

根据下面资料，回答

Reading aloud and silent reading are two different types of reading practice. Each has a function in the teaching of reading and should not be 16 by the other. However, we need to be aware when we should use them. When we 17 teaching reading or developing reading skills, we are mostly referring to silent reading. To develop 18 readers in a foreign language, silent reading activities must be given enough 19 and time in class with the proper guidance from the 20 . Reading aloud also has its particular 21 for our students who are learning English as a foreign language. 22 can help them acquire good pronunciation and intonation, 23 them with new words and the stress patterns of English, help 24 their eontidenee in speaking the language. Therefore, opportunities should be 25 for students to read aloud only after they have comprehended the text 26 before comprehension can be very 27 and it can easily destroy their self-confidence. With 28 reading, it sets up a poor reading model for other students as well. It is 29 that we first help students learn the text through 30 reading activities and then with comprehension we give our students practice by using an audio tape to 31 a good model for practicing reading aloud. With adequate 32 , we may ask the students to read aloud to the whole class to 33 their motivation and confidence. By asking the students to read aloud, it is also a good chance for the teacher to get 34 on the students′ comprehension as we can notice 35 there are wrong pauses or mispronounced words which indicate possible difficulties or misunderstanding of the text.

第（27）题选

根据下面资料，回答

Reading aloud and silent reading are two different types of reading practice. Each has a function in the teaching of reading and should not be 16 by the other. However, we need to be aware when we should use them. When we 17 teaching reading or developing reading skills, we are mostly referring to silent reading. To develop 18 readers in a foreign language, silent reading activities must be given enough 19 and time in class with the proper guidance from the 20 . Reading aloud also has its particular 21 for our students who are learning English as a foreign language. 22 can help them acquire good pronunciation and intonation, 23 them with new words and the stress patterns of English, help 24 their eontidenee in speaking the language. Therefore, opportunities should be 25 for students to read aloud only after they have comprehended the text 26 before comprehension can be very 27 and it can easily destroy their self-confidence. With 28 reading, it sets up a poor reading model for other students as well. It is 29 that we first help students learn the text through 30 reading activities and then with comprehension we give our students practice by using an audio tape to 31 a good model for practicing reading aloud. With adequate 32 , we may ask the students to read aloud to the whole class to 33 their motivation and confidence. By asking the students to read aloud, it is also a good chance for the teacher to get 34 on the students′ comprehension as we can notice 35 there are wrong pauses or mispronounced words which indicate possible difficulties or misunderstanding of the text.

第（28）题选

根据下面资料，回答

Reading aloud and silent reading are two different types of reading practice. Each has a function in the teaching of reading and should not be 16 by the other. However, we need to be aware when we should use them. When we 17 teaching reading or developing reading skills, we are mostly referring to silent reading. To develop 18 readers in a foreign language, silent reading activities must be given enough 19 and time in class with the proper guidance from the 20 . Reading aloud also has its particular 21 for our students who are learning English as a foreign language. 22 can help them acquire good pronunciation and intonation, 23 them with new words and the stress patterns of English, help 24 their eontidenee in speaking the language. Therefore, opportunities should be 25 for students to read aloud only after they have comprehended the text 26 before comprehension can be very 27 and it can easily destroy their self-confidence. With 28 reading, it sets up a poor reading model for other students as well. It is 29 that we first help students learn the text through 30 reading activities and then with comprehension we give our students practice by using an audio tape to 31 a good model for practicing reading aloud. With adequate 32 , we may ask the students to read aloud to the whole class to 33 their motivation and confidence. By asking the students to read aloud, it is also a good chance for the teacher to get 34 on the students′ comprehension as we can notice 35 there are wrong pauses or mispronounced words which indicate possible difficulties or misunderstanding of the text.

第（29）题选

根据下面资料，回答

Reading aloud and silent reading are two different types of reading practice. Each has a function in the teaching of reading and should not be 16 by the other. However, we need to be aware when we should use them. When we 17 teaching reading or developing reading skills, we are mostly referring to silent reading. To develop 18 readers in a foreign language, silent reading activities must be given enough 19 and time in class with the proper guidance from the 20 . Reading aloud also has its particular 21 for our students who are learning English as a foreign language. 22 can help them acquire good pronunciation and intonation, 23 them with new words and the stress patterns of English, help 24 their eontidenee in speaking the language. Therefore, opportunities should be 25 for students to read aloud only after they have comprehended the text 26 before comprehension can be very 27 and it can easily destroy their self-confidence. With 28 reading, it sets up a poor reading model for other students as well. It is 29 that we first help students learn the text through 30 reading activities and then with comprehension we give our students practice by using an audio tape to 31 a good model for practicing reading aloud. With adequate 32 , we may ask the students to read aloud to the whole class to 33 their motivation and confidence. By asking the students to read aloud, it is also a good chance for the teacher to get 34 on the students′ comprehension as we can notice 35 there are wrong pauses or mispronounced words which indicate possible difficulties or misunderstanding of the text.

第（30）题选

根据下面资料，回答

Reading aloud and silent reading are two different types of reading practice. Each has a function in the teaching of reading and should not be 16 by the other. However, we need to be aware when we should use them. When we 17 teaching reading or developing reading skills, we are mostly referring to silent reading. To develop 18 readers in a foreign language, silent reading activities must be given enough 19 and time in class with the proper guidance from the 20 . Reading aloud also has its particular 21 for our students who are learning English as a foreign language. 22 can help them acquire good pronunciation and intonation, 23 them with new words and the stress patterns of English, help 24 their eontidenee in speaking the language. Therefore, opportunities should be 25 for students to read aloud only after they have comprehended the text 26 before comprehension can be very 27 and it can easily destroy their self-confidence. With 28 reading, it sets up a poor reading model for other students as well. It is 29 that we first help students learn the text through 30 reading activities and then with comprehension we give our students practice by using an audio tape to 31 a good model for practicing reading aloud. With adequate 32 , we may ask the students to read aloud to the whole class to 33 their motivation and confidence. By asking the students to read aloud, it is also a good chance for the teacher to get 34 on the students′ comprehension as we can notice 35 there are wrong pauses or mispronounced words which indicate possible difficulties or misunderstanding of the text.

第（31）题选

根据下面资料，回答

Reading aloud and silent reading are two different types of reading practice. Each has a function in the teaching of reading and should not be 16 by the other. However, we need to be aware when we should use them. When we 17 teaching reading or developing reading skills, we are mostly referring to silent reading. To develop 18 readers in a foreign language, silent reading activities must be given enough 19 and time in class with the proper guidance from the 20 . Reading aloud also has its particular 21 for our students who are learning English as a foreign language. 22 can help them acquire good pronunciation and intonation, 23 them with new words and the stress patterns of English, help 24 their eontidenee in speaking the language. Therefore, opportunities should be 25 for students to read aloud only after they have comprehended the text 26 before comprehension can be very 27 and it can easily destroy their self-confidence. With 28 reading, it sets up a poor reading model for other students as well. It is 29 that we first help students learn the text through 30 reading activities and then with comprehension we give our students practice by using an audio tape to 31 a good model for practicing reading aloud. With adequate 32 , we may ask the students to read aloud to the whole class to 33 their motivation and confidence. By asking the students to read aloud, it is also a good chance for the teacher to get 34 on the students′ comprehension as we can notice 35 there are wrong pauses or mispronounced words which indicate possible difficulties or misunderstanding of the text.

第（32）题选

根据下面资料，回答

Reading aloud and silent reading are two different types of reading practice. Each has a function in the teaching of reading and should not be 16 by the other. However, we need to be aware when we should use them. When we 17 teaching reading or developing reading skills, we are mostly referring to silent reading. To develop 18 readers in a foreign language, silent reading activities must be given enough 19 and time in class with the proper guidance from the 20 . Reading aloud also has its particular 21 for our students who are learning English as a foreign language. 22 can help them acquire good pronunciation and intonation, 23 them with new words and the stress patterns of English, help 24 their eontidenee in speaking the language. Therefore, opportunities should be 25 for students to read aloud only after they have comprehended the text 26 before comprehension can be very 27 and it can easily destroy their self-confidence. With 28 reading, it sets up a poor reading model for other students as well. It is 29 that we first help students learn the text through 30 reading activities and then with comprehension we give our students practice by using an audio tape to 31 a good model for practicing reading aloud. With adequate 32 , we may ask the students to read aloud to the whole class to 33 their motivation and confidence. By asking the students to read aloud, it is also a good chance for the teacher to get 34 on the students′ comprehension as we can notice 35 there are wrong pauses or mispronounced words which indicate possible difficulties or misunderstanding of the text.

第（33）题选

根据下面资料，回答

Reading aloud and silent reading are two different types of reading practice. Each has a function in the teaching of reading and should not be 16 by the other. However, we need to be aware when we should use them. When we 17 teaching reading or developing reading skills, we are mostly referring to silent reading. To develop 18 readers in a foreign language, silent reading activities must be given enough 19 and time in class with the proper guidance from the 20 . Reading aloud also has its particular 21 for our students who are learning English as a foreign language. 22 can help them acquire good pronunciation and intonation, 23 them with new words and the stress patterns of English, help 24 their eontidenee in speaking the language. Therefore, opportunities should be 25 for students to read aloud only after they have comprehended the text 26 before comprehension can be very 27 and it can easily destroy their self-confidence. With 28 reading, it sets up a poor reading model for other students as well. It is 29 that we first help students learn the text through 30 reading activities and then with comprehension we give our students practice by using an audio tape to 31 a good model for practicing reading aloud. With adequate 32 , we may ask the students to read aloud to the whole class to 33 their motivation and confidence. By asking the students to read aloud, it is also a good chance for the teacher to get 34 on the students′ comprehension as we can notice 35 there are wrong pauses or mispronounced words which indicate possible difficulties or misunderstanding of the text.

第（34）题选

根据下面资料，回答

Reading aloud and silent reading are two different types of reading practice. Each has a function in the teaching of reading and should not be 16 by the other. However, we need to be aware when we should use them. When we 17 teaching reading or developing reading skills, we are mostly referring to silent reading. To develop 18 readers in a foreign language, silent reading activities must be given enough 19 and time in class with the proper guidance from the 20 . Reading aloud also has its particular 21 for our students who are learning English as a foreign language. 22 can help them acquire good pronunciation and intonation, 23 them with new words and the stress patterns of English, help 24 their eontidenee in speaking the language. Therefore, opportunities should be 25 for students to read aloud only after they have comprehended the text 26 before comprehension can be very 27 and it can easily destroy their self-confidence. With 28 reading, it sets up a poor reading model for other students as well. It is 29 that we first help students learn the text through 30 reading activities and then with comprehension we give our students practice by using an audio tape to 31 a good model for practicing reading aloud. With adequate 32 , we may ask the students to read aloud to the whole class to 33 their motivation and confidence. By asking the students to read aloud, it is also a good chance for the teacher to get 34 on the students′ comprehension as we can notice 35 there are wrong pauses or mispronounced words which indicate possible difficulties or misunderstanding of the text.

第（35）题选

根据下面资料，回答

Today, people all over the world are moving out of small villages in the country to go and live in big, noisy cities. They are moving from the peaceful hills, mountains, fields, rivers and streams of the countryside to the busy world of streets, buildings, traffic and crowds. This movement from rural areas to urban areas has been going on for over two hundred years.

In many countries, the main reason why people come to live in towns and cities is work. After one or two large factories have been built in or near a town, people come to find work, and soon an industrial area begins to grow. There is usually a residential area nearby, where the factory workers can live. The families of these workers need schools, hospitals and shops, so more people come to live in the area to provide these services and a city grows.

In every major city in the world, there is a business district where the big companies have their main offices. In the United States, this area is usually in the city centre. It is here that you can see the huge skyscraper office blocks. The people who work here often travel a long way to work each day. Many of them live in the suburbs of the city, far away from the industrial area and the city centre. Some suburbs are very pleasant, with nice houses and big gardens. There are usually parks for children to play in and large department stores where you can buy all you need.

But what is the future of the big cities? Will they continue to get bigger? Perhaps not. Some major cities have actually become smaller in the last ten years, and it is quite possible that one day we will see people moving out of the major cities and back into smaller towns and villages.

We can easily know that the underlined phrase "urban areas" in the first paragraph means_____________.

根据下面资料，回答

Today, people all over the world are moving out of small villages in the country to go and live in big, noisy cities. They are moving from the peaceful hills, mountains, fields, rivers and streams of the countryside to the busy world of streets, buildings, traffic and crowds. This movement from rural areas to urban areas has been going on for over two hundred years.

In many countries, the main reason why people come to live in towns and cities is work. After one or two large factories have been built in or near a town, people come to find work, and soon an industrial area begins to grow. There is usually a residential area nearby, where the factory workers can live. The families of these workers need schools, hospitals and shops, so more people come to live in the area to provide these services and a city grows.

In every major city in the world, there is a business district where the big companies have their main offices. In the United States, this area is usually in the city centre. It is here that you can see the huge skyscraper office blocks. The people who work here often travel a long way to work each day. Many of them live in the suburbs of the city, far away from the industrial area and the city centre. Some suburbs are very pleasant, with nice houses and big gardens. There are usually parks for children to play in and large department stores where you can buy all you need.

But what is the future of the big cities? Will they continue to get bigger? Perhaps not. Some major cities have actually become smaller in the last ten years, and it is quite possible that one day we will see people moving out of the major cities and back into smaller towns and villages.

Why do people move to live in cities or towns?

根据下面资料，回答

Today, people all over the world are moving out of small villages in the country to go and live in big, noisy cities. They are moving from the peaceful hills, mountains, fields, rivers and streams of the countryside to the busy world of streets, buildings, traffic and crowds. This movement from rural areas to urban areas has been going on for over two hundred years.

In many countries, the main reason why people come to live in towns and cities is work. After one or two large factories have been built in or near a town, people come to find work, and soon an industrial area begins to grow. There is usually a residential area nearby, where the factory workers can live. The families of these workers need schools, hospitals and shops, so more people come to live in the area to provide these services and a city grows.

In every major city in the world, there is a business district where the big companies have their main offices. In the United States, this area is usually in the city centre. It is here that you can see the huge skyscraper office blocks. The people who work here often travel a long way to work each day. Many of them live in the suburbs of the city, far away from the industrial area and the city centre. Some suburbs are very pleasant, with nice houses and big gardens. There are usually parks for children to play in and large department stores where you can buy all you need.

But what is the future of the big cities? Will they continue to get bigger? Perhaps not. Some major cities have actually become smaller in the last ten years, and it is quite possible that one day we will see people moving out of the major cities and back into smaller towns and villages.

In a residential area, you can see ____________.

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Today, people all over the world are moving out of small villages in the country to go and live in big, noisy cities. They are moving from the peaceful hills, mountains, fields, rivers and streams of the countryside to the busy world of streets, buildings, traffic and crowds. This movement from rural areas to urban areas has been going on for over two hundred years.

In many countries, the main reason why people come to live in towns and cities is work. After one or two large factories have been built in or near a town, people come to find work, and soon an industrial area begins to grow. There is usually a residential area nearby, where the factory workers can live. The families of these workers need schools, hospitals and shops, so more people come to live in the area to provide these services and a city grows.

In every major city in the world, there is a business district where the big companies have their main offices. In the United States, this area is usually in the city centre. It is here that you can see the huge skyscraper office blocks. The people who work here often travel a long way to work each day. Many of them live in the suburbs of the city, far away from the industrial area and the city centre. Some suburbs are very pleasant, with nice houses and big gardens. There are usually parks for children to play in and large department stores where you can buy all you need.

But what is the future of the big cities? Will they continue to get bigger? Perhaps not. Some major cities have actually become smaller in the last ten years, and it is quite possible that one day we will see people moving out of the major cities and back into smaller towns and villages.

In the United States many people work in the centre of a big city ______________.

根据下面资料，回答

That year, in the local school, there was a new math teacher, as well as some new pupils. One of the new kids was the stupidest child that anyone had ever seen. It made no difference how quickly or how slowly they tried explaining numbers to him; he would always end up saying something enormously stupid. Like two plus two was five, seven times three was twenty-seven, or a triangle had thirty comers, etc.

Before this boy arrived, math lessons had been the most boring of all. Now they were great fun. Encouraged by the new teacher, the children would listen to the pieces of nonsense spouted by the new kid, and they would have to correct his mistakes.

Whenever the new teacher asked questions, the stupid kid would stand up but made the wrong answers, the other students all wanted to be the first to find his mistakes, and then think up the most original ways to explain them. To do this they used all kinds of stuff: sweets, playing cards, oranges, paper planes, etc. It didn′t seem like any of this bothered the new kid.

However, little Lewis was sure that it was bound to make him feel sad inside. Lewis was sure he would see him crying. So, one day, he decided to follow the new kid home after school. On leaving school, the new kid walked a few minutes to a local park, and there he waited for a while, until someone came along to meet him.

It was the new teacher!

The teacher gave the new kid a hug, and off they went, hand in hand. Following from a distance, Lewis could hear they were talking about math.

What does the passage imply?

根据下面资料，回答

That year, in the local school, there was a new math teacher, as well as some new pupils. One of the new kids was the stupidest child that anyone had ever seen. It made no difference how quickly or how slowly they tried explaining numbers to him; he would always end up saying something enormously stupid. Like two plus two was five, seven times three was twenty-seven, or a triangle had thirty comers, etc.

Before this boy arrived, math lessons had been the most boring of all. Now they were great fun. Encouraged by the new teacher, the children would listen to the pieces of nonsense spouted by the new kid, and they would have to correct his mistakes.

Whenever the new teacher asked questions, the stupid kid would stand up but made the wrong answers, the other students all wanted to be the first to find his mistakes, and then think up the most original ways to explain them. To do this they used all kinds of stuff: sweets, playing cards, oranges, paper planes, etc. It didn′t seem like any of this bothered the new kid.

However, little Lewis was sure that it was bound to make him feel sad inside. Lewis was sure he would see him crying. So, one day, he decided to follow the new kid home after school. On leaving school, the new kid walked a few minutes to a local park, and there he waited for a while, until someone came along to meet him.

It was the new teacher!

The teacher gave the new kid a hug, and off they went, hand in hand. Following from a distance, Lewis could hear they were talking about math.

Why did Lewis follow the stupid kid?

根据下面资料，回答

That year, in the local school, there was a new math teacher, as well as some new pupils. One of the new kids was the stupidest child that anyone had ever seen. It made no difference how quickly or how slowly they tried explaining numbers to him; he would always end up saying something enormously stupid. Like two plus two was five, seven times three was twenty-seven, or a triangle had thirty comers, etc.

Before this boy arrived, math lessons had been the most boring of all. Now they were great fun. Encouraged by the new teacher, the children would listen to the pieces of nonsense spouted by the new kid, and they would have to correct his mistakes.

Whenever the new teacher asked questions, the stupid kid would stand up but made the wrong answers, the other students all wanted to be the first to find his mistakes, and then think up the most original ways to explain them. To do this they used all kinds of stuff: sweets, playing cards, oranges, paper planes, etc. It didn′t seem like any of this bothered the new kid.

However, little Lewis was sure that it was bound to make him feel sad inside. Lewis was sure he would see him crying. So, one day, he decided to follow the new kid home after school. On leaving school, the new kid walked a few minutes to a local park, and there he waited for a while, until someone came along to meet him.

It was the new teacher!

The teacher gave the new kid a hug, and off they went, hand in hand. Following from a distance, Lewis could hear they were talking about math.

What does the underlined word "this" in the third paragraph refer to?

根据下面资料，回答

"Hi there. How′ s it going?"

"Oh, fine. Fine. How about this weather, huh?"

"Well, I guess we can always use the rain."

What is that? This story? Oh, just a little look at small talk. You know, those seemingly meaningless conversations you have dozens of times a day. Maybe you′re waiting for the elevator, or in a line at the bank. It all seems pretty trivial. Idle chatter about traffic doesn′t do much more than fill the air with empty words that are quickly forgotten. But you should know that small talk actually has a big place in our lives.

Pat Oliver, assistant professor on arts, says that, "Left unchecked, small talk can be an invasion. It′ s so powerful. It does something to you." "Every morning after spending an hour and a half on the freeway I start the day with small talk with my secretary," Oliver says, "If I don′t make small connection with another person, I can′ t work."

What causes it? As a rule, you′re either trying to force something into your life, or you′re using conversation as an invisible force field to keep them out. You can be wanting to connect with another person, and small talk is your introduction to more meaning conversation. The way people use small talk is usually determined by where they happen to beat the time.

Take the elevator, for instance. Now there′ s prime territory. Nobody knows anyone and there′ s no reason to start a conversation, but invariably, someone does. "Making conversation in such peaceful social settings," according to Oliver, "can confirm your territory. It′s a way of feeling liked and accepted."

The topics of small talk don′t matter. In fact, you don′t want anything more taxing than the weather or the traffic. It′ s non-threatening talk in a threatening situation. However, the rules change quickly when you′re with lots of people doing lots of talking.

Let′ s say you′ re at a party. Now it′ s time to use small talk as a way of making others fe

根据下面资料，回答

"Hi there. How′ s it going?"

"Oh, fine. Fine. How about this weather, huh?"

"Well, I guess we can always use the rain."

What is that? This story? Oh, just a little look at small talk. You know, those seemingly meaningless conversations you have dozens of times a day. Maybe you′re waiting for the elevator, or in a line at the bank. It all seems pretty trivial. Idle chatter about traffic doesn′t do much more than fill the air with empty words that are quickly forgotten. But you should know that small talk actually has a big place in our lives.

Pat Oliver, assistant professor on arts, says that, "Left unchecked, small talk can be an invasion. It′ s so powerful. It does something to you." "Every morning after spending an hour and a half on the freeway I start the day with small talk with my secretary," Oliver says, "If I don′t make small connection with another person, I can′ t work."

What causes it? As a rule, you′re either trying to force something into your life, or you′re using conversation as an invisible force field to keep them out. You can be wanting to connect with another person, and small talk is your introduction to more meaning conversation. The way people use small talk is usually determined by where they happen to beat the time.

Take the elevator, for instance. Now there′ s prime territory. Nobody knows anyone and there′ s no reason to start a conversation, but invariably, someone does. "Making conversation in such peaceful social settings," according to Oliver, "can confirm your territory. It′s a way of feeling liked and accepted."

The topics of small talk don′t matter. In fact, you don′t want anything more taxing than the weather or the traffic. It′ s non-threatening talk in a threatening situation. However, the rules change quickly when you′re with lots of people doing lots of talking.

Let′ s say you′ re at a party. Now it′ s time to use small talk as a way of making others fe

根据下面资料，回答

"Hi there. How′ s it going?"

"Oh, fine. Fine. How about this weather, huh?"

"Well, I guess we can always use the rain."

What is that? This story? Oh, just a little look at small talk. You know, those seemingly meaningless conversations you have dozens of times a day. Maybe you′re waiting for the elevator, or in a line at the bank. It all seems pretty trivial. Idle chatter about traffic doesn′t do much more than fill the air with empty words that are quickly forgotten. But you should know that small talk actually has a big place in our lives.

Pat Oliver, assistant professor on arts, says that, "Left unchecked, small talk can be an invasion. It′ s so powerful. It does something to you." "Every morning after spending an hour and a half on the freeway I start the day with small talk with my secretary," Oliver says, "If I don′t make small connection with another person, I can′ t work."

What causes it? As a rule, you′re either trying to force something into your life, or you′re using conversation as an invisible force field to keep them out. You can be wanting to connect with another person, and small talk is your introduction to more meaning conversation. The way people use small talk is usually determined by where they happen to beat the time.

Take the elevator, for instance. Now there′ s prime territory. Nobody knows anyone and there′ s no reason to start a conversation, but invariably, someone does. "Making conversation in such peaceful social settings," according to Oliver, "can confirm your territory. It′s a way of feeling liked and accepted."

The topics of small talk don′t matter. In fact, you don′t want anything more taxing than the weather or the traffic. It′ s non-threatening talk in a threatening situation. However, the rules change quickly when you′re with lots of people doing lots of talking.

Let′ s say you′ re at a party. Now it′ s time to use small talk as a way of making others fe

根据下面资料，回答

"Hi there. How′ s it going?"

"Oh, fine. Fine. How about this weather, huh?"

"Well, I guess we can always use the rain."

What is that? This story? Oh, just a little look at small talk. You know, those seemingly meaningless conversations you have dozens of times a day. Maybe you′re waiting for the elevator, or in a line at the bank. It all seems pretty trivial. Idle chatter about traffic doesn′t do much more than fill the air with empty words that are quickly forgotten. But you should know that small talk actually has a big place in our lives.

Pat Oliver, assistant professor on arts, says that, "Left unchecked, small talk can be an invasion. It′ s so powerful. It does something to you." "Every morning after spending an hour and a half on the freeway I start the day with small talk with my secretary," Oliver says, "If I don′t make small connection with another person, I can′ t work."

What causes it? As a rule, you′re either trying to force something into your life, or you′re using conversation as an invisible force field to keep them out. You can be wanting to connect with another person, and small talk is your introduction to more meaning conversation. The way people use small talk is usually determined by where they happen to beat the time.

Take the elevator, for instance. Now there′ s prime territory. Nobody knows anyone and there′ s no reason to start a conversation, but invariably, someone does. "Making conversation in such peaceful social settings," according to Oliver, "can confirm your territory. It′s a way of feeling liked and accepted."

The topics of small talk don′t matter. In fact, you don′t want anything more taxing than the weather or the traffic. It′ s non-threatening talk in a threatening situation. However, the rules change quickly when you′re with lots of people doing lots of talking.

Let′ s say you′ re at a party. Now it′ s time to use small talk as a way of making others fe

根据下面资料，回答

"Hi there. How′ s it going?"

"Oh, fine. Fine. How about this weather, huh?"

"Well, I guess we can always use the rain."

What is that? This story? Oh, just a little look at small talk. You know, those seemingly meaningless conversations you have dozens of times a day. Maybe you′re waiting for the elevator, or in a line at the bank. It all seems pretty trivial. Idle chatter about traffic doesn′t do much more than fill the air with empty words that are quickly forgotten. But you should know that small talk actually has a big place in our lives.

Pat Oliver, assistant professor on arts, says that, "Left unchecked, small talk can be an invasion. It′ s so powerful. It does something to you." "Every morning after spending an hour and a half on the freeway I start the day with small talk with my secretary," Oliver says, "If I don′t make small connection with another person, I can′ t work."

What causes it? As a rule, you′re either trying to force something into your life, or you′re using conversation as an invisible force field to keep them out. You can be wanting to connect with another person, and small talk is your introduction to more meaning conversation. The way people use small talk is usually determined by where they happen to beat the time.

Take the elevator, for instance. Now there′ s prime territory. Nobody knows anyone and there′ s no reason to start a conversation, but invariably, someone does. "Making conversation in such peaceful social settings," according to Oliver, "can confirm your territory. It′s a way of feeling liked and accepted."

The topics of small talk don′t matter. In fact, you don′t want anything more taxing than the weather or the traffic. It′ s non-threatening talk in a threatening situation. However, the rules change quickly when you′re with lots of people doing lots of talking.

Let′ s say you′ re at a party. Now it′ s time to use small talk as a way of making others fe

根据下面资料，回答

Everyone agrees that innovation is the key to solving the many challenges we face as a country from health care to education to the environment, and is fundamental to restoring economic growth and prosperity. But I would put it a slightly different way. We must find a way to rebuild the "innovation infrastructure" in this country.

The problem is not that Americans aren′t as inherently innovative as ever we are. And the level of interest among Americans in the process of innovation--determining the best recipes to make it happen--has been skyrocketing over the past few years. For example, the number of times the word "innovation" appeared in Google news stores has increased by approximately five from Obama′s inauguration to today. Google the term "innovation" and you′ 11 get 342 million hits, approximately half the 676 million hits that "Obama" generates. And according to hash tags org, innovation is trending about the same rate as deficit.

Our problem is that the system is failing our citizens. The "seed corn" of innovation-creative ideas ... fundamental rate it was before. Viable "seed corn" requires an innovation infrastructure in which bright minds are provided the resources and freedom to create and invent according to their passions and curiosities, to take bold risks, and even to fail. Such an innovation infrastructure thrived in the U.S. in the late 20th century as a collaboration that put Americans on the moon, and to the personal computer, the Internet, and the era of genomic medicine.

Americans are ready and willing to embrace the goal of once again leading the world in innovation. This could be the moon shot for the next decade that unifies our country. However, we are at a tremendous disadvantage unless the innovation infrastructure of this country is rebuilt. This requires a new collaboration among government, industry and academia-one that is suited to the challenges and opportunities of the digital age, and th

根据下面资料，回答

Everyone agrees that innovation is the key to solving the many challenges we face as a country from health care to education to the environment, and is fundamental to restoring economic growth and prosperity. But I would put it a slightly different way. We must find a way to rebuild the "innovation infrastructure" in this country.

The problem is not that Americans aren′t as inherently innovative as ever we are. And the level of interest among Americans in the process of innovation--determining the best recipes to make it happen--has been skyrocketing over the past few years. For example, the number of times the word "innovation" appeared in Google news stores has increased by approximately five from Obama′s inauguration to today. Google the term "innovation" and you′ 11 get 342 million hits, approximately half the 676 million hits that "Obama" generates. And according to hash tags org, innovation is trending about the same rate as deficit.

Our problem is that the system is failing our citizens. The "seed corn" of innovation-creative ideas ... fundamental rate it was before. Viable "seed corn" requires an innovation infrastructure in which bright minds are provided the resources and freedom to create and invent according to their passions and curiosities, to take bold risks, and even to fail. Such an innovation infrastructure thrived in the U.S. in the late 20th century as a collaboration that put Americans on the moon, and to the personal computer, the Internet, and the era of genomic medicine.

Americans are ready and willing to embrace the goal of once again leading the world in innovation. This could be the moon shot for the next decade that unifies our country. However, we are at a tremendous disadvantage unless the innovation infrastructure of this country is rebuilt. This requires a new collaboration among government, industry and academia-one that is suited to the challenges and opportunities of the digital age, and th

根据下面资料，回答

Everyone agrees that innovation is the key to solving the many challenges we face as a country from health care to education to the environment, and is fundamental to restoring economic growth and prosperity. But I would put it a slightly different way. We must find a way to rebuild the "innovation infrastructure" in this country.

The problem is not that Americans aren′t as inherently innovative as ever we are. And the level of interest among Americans in the process of innovation--determining the best recipes to make it happen--has been skyrocketing over the past few years. For example, the number of times the word "innovation" appeared in Google news stores has increased by approximately five from Obama′s inauguration to today. Google the term "innovation" and you′ 11 get 342 million hits, approximately half the 676 million hits that "Obama" generates. And according to hash tags org, innovation is trending about the same rate as deficit.

Our problem is that the system is failing our citizens. The "seed corn" of innovation-creative ideas ... fundamental rate it was before. Viable "seed corn" requires an innovation infrastructure in which bright minds are provided the resources and freedom to create and invent according to their passions and curiosities, to take bold risks, and even to fail. Such an innovation infrastructure thrived in the U.S. in the late 20th century as a collaboration that put Americans on the moon, and to the personal computer, the Internet, and the era of genomic medicine.

Americans are ready and willing to embrace the goal of once again leading the world in innovation. This could be the moon shot for the next decade that unifies our country. However, we are at a tremendous disadvantage unless the innovation infrastructure of this country is rebuilt. This requires a new collaboration among government, industry and academia-one that is suited to the challenges and opportunities of the digital age, and th