2021年教师招聘考试《中学英语》考前押题8

The underlined letters in the following words have the same sound except________.

Walter’s work ________ efficiently, the boss decided to promote him to senior manager.

She has many good friends, _________ are really kind to her and her parents.

There is a good social life in the village, and I wish I _______ a second chance to become more involved.

He didn’t make ________ preparations, or he would have succeeded in the job interview.

Digital content is so easily accessible nowadays that young people may just ________ books to be free and are not ready to pay for it.

Which of the following clusters of words is an example of alliteration?

Which of the following italicized parts is an inflectional morpheme?

English teachers can sometimes use TPR in classroom activities. TPR stands for _______.

Consider these situations: You have just read an excellent book and want to tell a friend about it. You have seen an exciting movie and want to ___11___ your instructor to go to see it. You have heard an inspiring lecture, and want to ___12___ your newly found knowledge with a roommate who didn’t attend the lecture.

How to give this type of ___13___? You could tell everything you ___14___ about the book, movie, or lecture, but you will probably just want to select the ___15___ points and tell these to your listener. This, of course, is called summarizing.

To create a good summary—one that is both accurate and brief—you need to follow two steps. First, ___16___ information by reading, taking notes, or listening carefully so that your summary is as brief as possible but still accurate and ___17___. Your audience will help you decide how thorough you need to be. If you give your summary to ___18___, perhaps for an examination, it will need to be extremely complete ___19___ accurate. You will need to keep in mind any ___20___ your instructor might have given you during the lecture to indicate what he or she considers especially important. If you are summarizing a movie for a friend, you can be less thorough. Part of the task of summarizing is knowing what to include and what to leave out.

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Consider these situations: You have just read an excellent book and want to tell a friend about it. You have seen an exciting movie and want to ___11___ your instructor to go to see it. You have heard an inspiring lecture, and want to ___12___ your newly found knowledge with a roommate who didn’t attend the lecture.

How to give this type of ___13___? You could tell everything you ___14___ about the book, movie, or lecture, but you will probably just want to select the ___15___ points and tell these to your listener. This, of course, is called summarizing.

To create a good summary—one that is both accurate and brief—you need to follow two steps. First, ___16___ information by reading, taking notes, or listening carefully so that your summary is as brief as possible but still accurate and ___17___. Your audience will help you decide how thorough you need to be. If you give your summary to ___18___, perhaps for an examination, it will need to be extremely complete ___19___ accurate. You will need to keep in mind any ___20___ your instructor might have given you during the lecture to indicate what he or she considers especially important. If you are summarizing a movie for a friend, you can be less thorough. Part of the task of summarizing is knowing what to include and what to leave out.

（　　）

Consider these situations: You have just read an excellent book and want to tell a friend about it. You have seen an exciting movie and want to ___11___ your instructor to go to see it. You have heard an inspiring lecture, and want to ___12___ your newly found knowledge with a roommate who didn’t attend the lecture.

How to give this type of ___13___? You could tell everything you ___14___ about the book, movie, or lecture, but you will probably just want to select the ___15___ points and tell these to your listener. This, of course, is called summarizing.

To create a good summary—one that is both accurate and brief—you need to follow two steps. First, ___16___ information by reading, taking notes, or listening carefully so that your summary is as brief as possible but still accurate and ___17___. Your audience will help you decide how thorough you need to be. If you give your summary to ___18___, perhaps for an examination, it will need to be extremely complete ___19___ accurate. You will need to keep in mind any ___20___ your instructor might have given you during the lecture to indicate what he or she considers especially important. If you are summarizing a movie for a friend, you can be less thorough. Part of the task of summarizing is knowing what to include and what to leave out.

（　　）

Consider these situations: You have just read an excellent book and want to tell a friend about it. You have seen an exciting movie and want to ___11___ your instructor to go to see it. You have heard an inspiring lecture, and want to ___12___ your newly found knowledge with a roommate who didn’t attend the lecture.

How to give this type of ___13___? You could tell everything you ___14___ about the book, movie, or lecture, but you will probably just want to select the ___15___ points and tell these to your listener. This, of course, is called summarizing.

To create a good summary—one that is both accurate and brief—you need to follow two steps. First, ___16___ information by reading, taking notes, or listening carefully so that your summary is as brief as possible but still accurate and ___17___. Your audience will help you decide how thorough you need to be. If you give your summary to ___18___, perhaps for an examination, it will need to be extremely complete ___19___ accurate. You will need to keep in mind any ___20___ your instructor might have given you during the lecture to indicate what he or she considers especially important. If you are summarizing a movie for a friend, you can be less thorough. Part of the task of summarizing is knowing what to include and what to leave out.

（　　）

Consider these situations: You have just read an excellent book and want to tell a friend about it. You have seen an exciting movie and want to ___11___ your instructor to go to see it. You have heard an inspiring lecture, and want to ___12___ your newly found knowledge with a roommate who didn’t attend the lecture.

How to give this type of ___13___? You could tell everything you ___14___ about the book, movie, or lecture, but you will probably just want to select the ___15___ points and tell these to your listener. This, of course, is called summarizing.

To create a good summary—one that is both accurate and brief—you need to follow two steps. First, ___16___ information by reading, taking notes, or listening carefully so that your summary is as brief as possible but still accurate and ___17___. Your audience will help you decide how thorough you need to be. If you give your summary to ___18___, perhaps for an examination, it will need to be extremely complete ___19___ accurate. You will need to keep in mind any ___20___ your instructor might have given you during the lecture to indicate what he or she considers especially important. If you are summarizing a movie for a friend, you can be less thorough. Part of the task of summarizing is knowing what to include and what to leave out.

（　　）

Consider these situations: You have just read an excellent book and want to tell a friend about it. You have seen an exciting movie and want to ___11___ your instructor to go to see it. You have heard an inspiring lecture, and want to ___12___ your newly found knowledge with a roommate who didn’t attend the lecture.

How to give this type of ___13___? You could tell everything you ___14___ about the book, movie, or lecture, but you will probably just want to select the ___15___ points and tell these to your listener. This, of course, is called summarizing.

To create a good summary—one that is both accurate and brief—you need to follow two steps. First, ___16___ information by reading, taking notes, or listening carefully so that your summary is as brief as possible but still accurate and ___17___. Your audience will help you decide how thorough you need to be. If you give your summary to ___18___, perhaps for an examination, it will need to be extremely complete ___19___ accurate. You will need to keep in mind any ___20___ your instructor might have given you during the lecture to indicate what he or she considers especially important. If you are summarizing a movie for a friend, you can be less thorough. Part of the task of summarizing is knowing what to include and what to leave out.

（　　）

Consider these situations: You have just read an excellent book and want to tell a friend about it. You have seen an exciting movie and want to ___11___ your instructor to go to see it. You have heard an inspiring lecture, and want to ___12___ your newly found knowledge with a roommate who didn’t attend the lecture.

How to give this type of ___13___? You could tell everything you ___14___ about the book, movie, or lecture, but you will probably just want to select the ___15___ points and tell these to your listener. This, of course, is called summarizing.

To create a good summary—one that is both accurate and brief—you need to follow two steps. First, ___16___ information by reading, taking notes, or listening carefully so that your summary is as brief as possible but still accurate and ___17___. Your audience will help you decide how thorough you need to be. If you give your summary to ___18___, perhaps for an examination, it will need to be extremely complete ___19___ accurate. You will need to keep in mind any ___20___ your instructor might have given you during the lecture to indicate what he or she considers especially important. If you are summarizing a movie for a friend, you can be less thorough. Part of the task of summarizing is knowing what to include and what to leave out.

（　　）

Consider these situations: You have just read an excellent book and want to tell a friend about it. You have seen an exciting movie and want to ___11___ your instructor to go to see it. You have heard an inspiring lecture, and want to ___12___ your newly found knowledge with a roommate who didn’t attend the lecture.

How to give this type of ___13___? You could tell everything you ___14___ about the book, movie, or lecture, but you will probably just want to select the ___15___ points and tell these to your listener. This, of course, is called summarizing.

To create a good summary—one that is both accurate and brief—you need to follow two steps. First, ___16___ information by reading, taking notes, or listening carefully so that your summary is as brief as possible but still accurate and ___17___. Your audience will help you decide how thorough you need to be. If you give your summary to ___18___, perhaps for an examination, it will need to be extremely complete ___19___ accurate. You will need to keep in mind any ___20___ your instructor might have given you during the lecture to indicate what he or she considers especially important. If you are summarizing a movie for a friend, you can be less thorough. Part of the task of summarizing is knowing what to include and what to leave out.

（　　）

Consider these situations: You have just read an excellent book and want to tell a friend about it. You have seen an exciting movie and want to ___11___ your instructor to go to see it. You have heard an inspiring lecture, and want to ___12___ your newly found knowledge with a roommate who didn’t attend the lecture.

How to give this type of ___13___? You could tell everything you ___14___ about the book, movie, or lecture, but you will probably just want to select the ___15___ points and tell these to your listener. This, of course, is called summarizing.

To create a good summary—one that is both accurate and brief—you need to follow two steps. First, ___16___ information by reading, taking notes, or listening carefully so that your summary is as brief as possible but still accurate and ___17___. Your audience will help you decide how thorough you need to be. If you give your summary to ___18___, perhaps for an examination, it will need to be extremely complete ___19___ accurate. You will need to keep in mind any ___20___ your instructor might have given you during the lecture to indicate what he or she considers especially important. If you are summarizing a movie for a friend, you can be less thorough. Part of the task of summarizing is knowing what to include and what to leave out.

（　　）

Consider these situations: You have just read an excellent book and want to tell a friend about it. You have seen an exciting movie and want to ___11___ your instructor to go to see it. You have heard an inspiring lecture, and want to ___12___ your newly found knowledge with a roommate who didn’t attend the lecture.

How to give this type of ___13___? You could tell everything you ___14___ about the book, movie, or lecture, but you will probably just want to select the ___15___ points and tell these to your listener. This, of course, is called summarizing.

To create a good summary—one that is both accurate and brief—you need to follow two steps. First, ___16___ information by reading, taking notes, or listening carefully so that your summary is as brief as possible but still accurate and ___17___. Your audience will help you decide how thorough you need to be. If you give your summary to ___18___, perhaps for an examination, it will need to be extremely complete ___19___ accurate. You will need to keep in mind any ___20___ your instructor might have given you during the lecture to indicate what he or she considers especially important. If you are summarizing a movie for a friend, you can be less thorough. Part of the task of summarizing is knowing what to include and what to leave out.

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Do you know that women’s brains are smaller than men’s? Normally the women’s brain weighs 10% less than men’s. Since research has shown that the bigger the brain, the cleverer the animal, men must be more intelligent than women. Right? Wrong. Men and women always score similarly on intelligence tests, despite the difference in brain size. Why? After years of study, researchers have concluded that it’s what’s inside that matters, not just the size of the brain. The brain is made up of “grey matter” and “white matter”. While men have more of the white matter, the amount of “thinking” brain is almost the same in both men and women.

It has been suggested that smaller brain appears to work faster, perhaps because the two sides of the brain are better connected in women. This means that little girls may learn to speak earlier, and that women can understand sorts of different information at the same time. When it comes to talking to the boss on the phone, cooking dinner and keeping an eye on the baby all at the same time, it’s women who come out on top every time.

There are other important differences between two sexes. As white matter is the key to spatial（空间的）tasks, men know better where things are in relation to other things. “A great footballer always knows where he is in relation to the other players, and he knows where to go,” says one researcher. That may explain one of life’s great mysteries: why men refuse to ask for directions and women often need to!

The differences begin when fetuses（胎儿）are about nine weeks old, which can be seen in the action of children when they are very young. A boy would try to climb a barrier before him or push it down while a girl would ask for help from others. These brain differences also explain the fact that more men take up jobs that require good spatial skills, while more women speech skills. It may all go back to our ancestors, among whom women needed speech skills to take care of their babies and men needed s

Do you know that women’s brains are smaller than men’s? Normally the women’s brain weighs 10% less than men’s. Since research has shown that the bigger the brain, the cleverer the animal, men must be more intelligent than women. Right? Wrong. Men and women always score similarly on intelligence tests, despite the difference in brain size. Why? After years of study, researchers have concluded that it’s what’s inside that matters, not just the size of the brain. The brain is made up of “grey matter” and “white matter”. While men have more of the white matter, the amount of “thinking” brain is almost the same in both men and women.

It has been suggested that smaller brain appears to work faster, perhaps because the two sides of the brain are better connected in women. This means that little girls may learn to speak earlier, and that women can understand sorts of different information at the same time. When it comes to talking to the boss on the phone, cooking dinner and keeping an eye on the baby all at the same time, it’s women who come out on top every time.

There are other important differences between two sexes. As white matter is the key to spatial（空间的）tasks, men know better where things are in relation to other things. “A great footballer always knows where he is in relation to the other players, and he knows where to go,” says one researcher. That may explain one of life’s great mysteries: why men refuse to ask for directions and women often need to!

The differences begin when fetuses（胎儿）are about nine weeks old, which can be seen in the action of children when they are very young. A boy would try to climb a barrier before him or push it down while a girl would ask for help from others. These brain differences also explain the fact that more men take up jobs that require good spatial skills, while more women speech skills. It may all go back to our ancestors, among whom women needed speech skills to take care of their babies and men needed s

Do you know that women’s brains are smaller than men’s? Normally the women’s brain weighs 10% less than men’s. Since research has shown that the bigger the brain, the cleverer the animal, men must be more intelligent than women. Right? Wrong. Men and women always score similarly on intelligence tests, despite the difference in brain size. Why? After years of study, researchers have concluded that it’s what’s inside that matters, not just the size of the brain. The brain is made up of “grey matter” and “white matter”. While men have more of the white matter, the amount of “thinking” brain is almost the same in both men and women.

It has been suggested that smaller brain appears to work faster, perhaps because the two sides of the brain are better connected in women. This means that little girls may learn to speak earlier, and that women can understand sorts of different information at the same time. When it comes to talking to the boss on the phone, cooking dinner and keeping an eye on the baby all at the same time, it’s women who come out on top every time.

There are other important differences between two sexes. As white matter is the key to spatial（空间的）tasks, men know better where things are in relation to other things. “A great footballer always knows where he is in relation to the other players, and he knows where to go,” says one researcher. That may explain one of life’s great mysteries: why men refuse to ask for directions and women often need to!

The differences begin when fetuses（胎儿）are about nine weeks old, which can be seen in the action of children when they are very young. A boy would try to climb a barrier before him or push it down while a girl would ask for help from others. These brain differences also explain the fact that more men take up jobs that require good spatial skills, while more women speech skills. It may all go back to our ancestors, among whom women needed speech skills to take care of their babies and men needed s

Do you know that women’s brains are smaller than men’s? Normally the women’s brain weighs 10% less than men’s. Since research has shown that the bigger the brain, the cleverer the animal, men must be more intelligent than women. Right? Wrong. Men and women always score similarly on intelligence tests, despite the difference in brain size. Why? After years of study, researchers have concluded that it’s what’s inside that matters, not just the size of the brain. The brain is made up of “grey matter” and “white matter”. While men have more of the white matter, the amount of “thinking” brain is almost the same in both men and women.

It has been suggested that smaller brain appears to work faster, perhaps because the two sides of the brain are better connected in women. This means that little girls may learn to speak earlier, and that women can understand sorts of different information at the same time. When it comes to talking to the boss on the phone, cooking dinner and keeping an eye on the baby all at the same time, it’s women who come out on top every time.

There are other important differences between two sexes. As white matter is the key to spatial（空间的）tasks, men know better where things are in relation to other things. “A great footballer always knows where he is in relation to the other players, and he knows where to go,” says one researcher. That may explain one of life’s great mysteries: why men refuse to ask for directions and women often need to!

The differences begin when fetuses（胎儿）are about nine weeks old, which can be seen in the action of children when they are very young. A boy would try to climb a barrier before him or push it down while a girl would ask for help from others. These brain differences also explain the fact that more men take up jobs that require good spatial skills, while more women speech skills. It may all go back to our ancestors, among whom women needed speech skills to take care of their babies and men needed s

Many high school students consider a college education useless. Therefore, they choose not to go to college. If you’re one of them, think again. Here are some reasons why you should go to college and receive a good education there.

Schools and universities are the first sources of knowledge. We take that knowledge later on to build our careers after graduation. More knowledge will be gained after you start working, but without an education, that job will not be within easy reach. Knowledge leads to knowledge.

While limited within the walls of the educational institutions, we openly explore other cultures of the world. We come to know that ours is not the only culture. Other cultures have valuable insights to share, enriching our own. Education also makes us want to travel and interact with various cultures, broadening our horizons.

When there’s a downturn in the economy, those who attended college will be more likely to find a new job than those who only finished grade school and have a limited skills set. The more education you have, the more chances you will get to improve the quality of your life as you have a better job and earn a higher salary.

When you’re skillful and knowledgeable, you get to “rub knees” with people of similar backgrounds and tastes. It means a good education leads to excellent networking. Good networking can benefit you a lot in your later life.

A good education makes you a more interesting person. You can talk about ideas and events instead of just other people and what's on sale in stores. An educated person doesn’t gossip, having a preference to discuss ideas and listen to what other people have to say.

Paragraph 2 mainly shows that going to college allows you to ______.

Many high school students consider a college education useless. Therefore, they choose not to go to college. If you’re one of them, think again. Here are some reasons why you should go to college and receive a good education there.

Schools and universities are the first sources of knowledge. We take that knowledge later on to build our careers after graduation. More knowledge will be gained after you start working, but without an education, that job will not be within easy reach. Knowledge leads to knowledge.

While limited within the walls of the educational institutions, we openly explore other cultures of the world. We come to know that ours is not the only culture. Other cultures have valuable insights to share, enriching our own. Education also makes us want to travel and interact with various cultures, broadening our horizons.

When there’s a downturn in the economy, those who attended college will be more likely to find a new job than those who only finished grade school and have a limited skills set. The more education you have, the more chances you will get to improve the quality of your life as you have a better job and earn a higher salary.

When you’re skillful and knowledgeable, you get to “rub knees” with people of similar backgrounds and tastes. It means a good education leads to excellent networking. Good networking can benefit you a lot in your later life.

A good education makes you a more interesting person. You can talk about ideas and events instead of just other people and what's on sale in stores. An educated person doesn’t gossip, having a preference to discuss ideas and listen to what other people have to say.

According to Paragraph 3, what does going to college mean?

Many high school students consider a college education useless. Therefore, they choose not to go to college. If you’re one of them, think again. Here are some reasons why you should go to college and receive a good education there.

Schools and universities are the first sources of knowledge. We take that knowledge later on to build our careers after graduation. More knowledge will be gained after you start working, but without an education, that job will not be within easy reach. Knowledge leads to knowledge.

While limited within the walls of the educational institutions, we openly explore other cultures of the world. We come to know that ours is not the only culture. Other cultures have valuable insights to share, enriching our own. Education also makes us want to travel and interact with various cultures, broadening our horizons.

When there’s a downturn in the economy, those who attended college will be more likely to find a new job than those who only finished grade school and have a limited skills set. The more education you have, the more chances you will get to improve the quality of your life as you have a better job and earn a higher salary.

When you’re skillful and knowledgeable, you get to “rub knees” with people of similar backgrounds and tastes. It means a good education leads to excellent networking. Good networking can benefit you a lot in your later life.

A good education makes you a more interesting person. You can talk about ideas and events instead of just other people and what's on sale in stores. An educated person doesn’t gossip, having a preference to discuss ideas and listen to what other people have to say.

By giving the example of a downturn in the economy, what does the author want to show?

Many high school students consider a college education useless. Therefore, they choose not to go to college. If you’re one of them, think again. Here are some reasons why you should go to college and receive a good education there.

Schools and universities are the first sources of knowledge. We take that knowledge later on to build our careers after graduation. More knowledge will be gained after you start working, but without an education, that job will not be within easy reach. Knowledge leads to knowledge.

While limited within the walls of the educational institutions, we openly explore other cultures of the world. We come to know that ours is not the only culture. Other cultures have valuable insights to share, enriching our own. Education also makes us want to travel and interact with various cultures, broadening our horizons.

When there’s a downturn in the economy, those who attended college will be more likely to find a new job than those who only finished grade school and have a limited skills set. The more education you have, the more chances you will get to improve the quality of your life as you have a better job and earn a higher salary.

When you’re skillful and knowledgeable, you get to “rub knees” with people of similar backgrounds and tastes. It means a good education leads to excellent networking. Good networking can benefit you a lot in your later life.

A good education makes you a more interesting person. You can talk about ideas and events instead of just other people and what's on sale in stores. An educated person doesn’t gossip, having a preference to discuss ideas and listen to what other people have to say.

What is the text mainly about?

Who wrote Mrs. Warren’s Profession?