In the days of Samuel Clemens, better known as Mark Twain, life on a steamboat on the Mississippi River was 41 . One of the most exciting 42 of that period was a race 43 two of the fastest river boats.
The Natchez had steamed up the river from New Orleans to St. Louis in three days, twenty-one hours, and fifty-eight minutes. John Cannon, 44 of the Robert E. Lee felt sure that he could 45 this time and challenged the captain of the Natchez.
46 his boat light, Captain Cannon 47 no passengers 48 ; he did not 49 the usual goods. Moreover, he had crews with supplies of coal waiting on floats along the river so that the boat would not have to put it to shore for 50 .
The race began on June 30, 1870. Being lighter than the Natchez, the Lee jumped into an early lead. For three days the race continued, 51 the boats travelling at full steam. They were 52 each other the whole time, 53 short spaces when bends in the river hid one or the other from view.
Then only a few hours from its goal, the Natchez 54 a rock and ran aground (擱淺) . The Lee steamed proudly into St. Louis in exactly three days, eighteen hours, and thirty minutes after she had left New Orleans. Bell rang, and people called 55 the boat named after the general 56 as an army engineer had prevented the river from changing its course and St. Louis 57 becoming an inland town.
The Lee 58 a good record---one that brought honor to all rivermen. However, the great day of the river steamers was drawing to 59 . The 60 won the passenger and goods business from the river boats.
There are boats on the river today. But they are not the white birds that attracted young Samuel Clemens.
41. A. an adventure B. a story C. an experience D. a creation
42. A. incidents B. events C. accidents D. affairs
43. A. between B. among C. in D. within
44. A. shopkeeper B. postmaster C. headmaster D. captain
45. A. beat B. won C. fall D. hit
46. A. Making B. To make C. Made D. So as to make
47. A. rode B. drove C. took D. brought
48. A. on the board B. in board C. on board D. in the board
49. A. carry B. lift C. support D return
50. A. oil B. coal C. gas D. water
51. A. with B. and C. having D. for
52. A. at sight of B. in sight C. out of sight D. in sight of
53. A. besides B. beside C. but D. except for
54. A. hit B. knocked C. beat D. struck
55. A. with a joy B. with joy C. in joy D. in excitement
56. A. which B. whom C. who D. what
57. A. from B. in C. not D. to
58. A. has made B. had made C. made D. had done
59. A. a close B. stop C. a pause D. a rest
60. A. traffic B. railroads C. planes D. airlines
V. 閱讀理解（共25小題，計(jì)25分）
(A)
1. Driver Wanted
(1)Clean driving license.
(2)Must be of smart appearance.
(3)Aged over 25.
Apply to: Capes Taxis, 17 Palace Road, Boston.
2. Air Hostesses for International Flights Wanted
(1)Applicants must be between 20 and 33 years old.
(2)Height 1. 6m to 1. 75m.
(3)Education to GCSE standard.
(4)Two languages. Must be able to swim.
Apply to: Recruitment office, Southern Airline, Heathrow Airport West. HR37KK
3. Teacher Needed
For private language school. Teaching experience unnecessary.
Apply to: The Director of Studies, Instant Language Ltd, 279 Canal Street, Boston.
61. What prevents Jack, an experienced taxi driver, working for Capes Taxis?
A. Fond of beer and wine. B. Punished for speeding and wrong parking.
C. Unable to speak a foreign language. D. Not having college education.
62. Ben, aged 22, fond of swimming and driving, has just graduated from a college. Which job might be given to him?
A. Driving for Capes Taxis. B. Working for Southern Airlines.
C. Teaching at Instant Language Ltd. D. None of the three.
63. What prevents Mary, aged 25, becoming an air hostess for international flights?
A. She once broke a traffic law and was fined.
B. She can't speak Japanese very well.
C. She has never worked as an air hostess before.
D. She doesn't feel like working long hours flying abroad.
64. Which of the following is NOT mentioned in the three advertisements?
A. Marriage. B. Male or female. C. Education. D. Working experience.
(B)
A new period is coming. Call it what you will: the service industry, the information age, the knowledge society. It all translates to a great change in the way we work. Already we’re partly there, the percentage of people who earn their living by making things has fallen sharply in the Western World. Today the majority of jobs in America, Europe and Japan (two thirds or more are in many of these countries) are in the service industry, and the number is on the rise. More women are in the work force than ever before. There are more part-time jobs. More people are self-employed. But the breath of the great change can’t be measured by numbers alone, because it also is giving rise to new way of thinking about the nature of work itself. Long-held opinions about jobs and careers, the skills needed to succeed, even the relation between workers and employers—all these are being doubted.
We have only to look behind us to get some sense of what may lie ahead. No one looking ahead 20 years possibly could have seen the ways in which a single invention, the chip(芯片), would change our world thanks to its uses in personal computers, and factory equipment. Tomorrow’s achievements in biotechnology or even some still unimagined technology could produce a similar wave of great changes. But one thing is certain: information and knowledge will become even more important, and the people who own it, whether they work in factories or services, will have the advantage and produce the wealth. Computer knowledge will become as basic a requirement as the ability to read and write. The ability to deal with problems by making use of information instead of performing regular tasks will be valued above all else. If you look ahead 10 years, information service will be leading the way. It will be the way you do your job.
65. Information age means _____________.
A. the service industry is depending more and more on women workers
B. heavy industries are rapidly increasing
C. people find it harder and harder to earn a living by working in factories
D. most of the job chances can now be found in the service industry.
66. Knowledge society brings about a great change that __________.
A. the difference between the workers and employers has become smaller
B. people’s old ideas about work no longer exist
C. most people have to take part-time jobs
D. people have to change their jobs from time to time
67. The future will probably belong to those who _________.
A. own and know how to make use of information
B. can read and write well
C. devote themselves to service industries
D. look ahead instead of looking back
(C)
Among various programmes, TV talk shows have covered every inch of space on daytime television. And anyone who watches them regularly knows that each one is different in style(風(fēng)格). But no two shows are more opposite in content, while at the same time standing out above the rest, than the Jerry Springer and the Oprah Winfrey shows. ?
Jerry Springer could easily be considered the king of “rubbish talk”. The contents on his show are as surprising as can be. For example, the show takes the ever-common talk show titles of love, sex, cheating, and hate, to a different level. Clearly, the Jerry Springer show is about the dark side of society, yet people are willing to eat up the troubles of other people's lives. ?
Like Jerry Springer, Oprah Winfrey takes TV talk show to its top, but Oprah goes in the opposite direction. The show is mainly about the improvement of society and different quality of life. Contents are from teaching your children lessons, managing your work week, to getting to know your neighbors.
Compared to Oprah, the Jerry Springer show looks like poisonous waste being poured into society. Jerry ends every show with a “final word”. He makes a small speech about the entire idea of the show. Hopefully, this is the part where most people will learn something very valuable. ?
Clean as it is, the Oprah show is not for everyone. The show's main viewers are middleclass Americans. Most of these people have the time, money, and ability to deal with life's tougher problems. Jerry Springer, on the other hand, has more of a connection with the young adults of society. These are 18-to-21-year-olds whose main troubles in life include love, relationship, sex, money and drug. They are the ones who see some value and lessons to be learned through the show's exploitation. ?
68. Compared with other TV talk shows, both the Jerry Springer and the Oprah Winfrey are_____.
A. more interesting B. unusually popular C. more detailed D. more formal?
69. Though the social problems Jerry Springer talks about appear unpleasant, people who watch the shows_____.
A. remain interested in them? B. are ready to face up to them?
C. remain cold to them? D. are willing to get away from them? 70. Which of the following is likely to be a topic of the Oprah Winfrey show?
A. A new type of robot. B. Nation hatred. ?
C. Family income planning. D. Street accident. ?
71. We can learn from the passage that the two talk shows_______.
A. have become the only ones of its kind? B. exploit the weaknesses in human nature?
C. appear at different times of the day? D. attract different people
(D)
Advertisers tend to think big and perhaps this is why they’re always coming in for criticism. Their critics seem to resent them because they have a flair for self-promotion and because they have so much money to throw around. “It’s iniquitous,” they say, “that this entirely unproductive industry (if we can call it that) should absorb millions of pounds each year. It only goes to show how much profit the big companies are making. Why don’t they stop advertising and reduce the price of their goods? After all, it’s the consumer who pays…”
The poor old consumer! He’d have to pay a great deal more if advertising didn’t create mass markets for products. It is precisely because of the heavy advertising that consumer goods are so cheap. But we get the wrong idea if we think the only purpose of advertising is to sell goods. Another equally important function is to inform. A great deal of the knowledge we have about household goods derives largely from the advertisements we read. Advertisements introduce us to new products or remind us of the existence of ones we already know about. Supposing you wanted to buy a washing machine, it is more than likely you would obtain details regarding performance, price, etc. , from an advertisement.
Lots of people pretend that they never read advertisements, but this claim may be seriously doubted. It is hardly possible not to read advertisements these days. And what fun they often are, too! Just think what a railway station or a newspaper would be like without advertisements. Would you enjoy gazing at a blank wall or reading railway byelaws while waiting for a train? Would you like to read only closely printed columns of news in your daily paper? A cheerful, witty advertisement makes such a difference to a drab wall or a newspaper full of the daily ration of calamities.
We must not forget, either, that advertising makes a positive contribution to our pockets. Newspapers, commercial radio and television companies could not subsist without this source of revenue. The fact that we pay so little for our daily paper, or can enjoy so many broadcast programmes is due entirely to the money spent by advertisers. Just think what a newspaper would cost if we had to pay its full price!
Another thing we mustn’t forget is the “small ads.” which are in virtually every newspaper and magazine. What a tremendously useful service they perform for the community! Just about anything can be accomplished through these columns. For instance, you can find a job, buy or sell a house, announce a birth, marriage or death in what used to be called the ‘hatch, match and dispatch’ column but by far the most fascinating section is the personal or “agony” column. No other item in a newspaper provides such entertaining reading or offers such a deep insight into human nature. It’s the best advertisement for advertising there is!
72. What is the main idea of this passage?
A. Advertisement.
B. The benefits of advertisement.
C. Advertisers perform a useful service to communities.
D. The costs of advertisement.
73. The attitude of the author toward advertisers is_______.
A. appreciative B. trustworthy C. critical D. dissatisfactory
74. Why do the critics criticize advertisers?
A. Because advertisers often brag.
B. Because critics think advertisement is a “waste of money”.
C. Because customers are encouraged to buy more than necessary.
D. Because customers pay more.
75. Which of the following is NOT true?
A. Advertisement makes contribution to our pockets and we may know everything.
B. We can buy what we want.
C. Good quality products don’t need to be advertised.
D. Advertisement makes our life colorful.
76. The passage is_______.
A. Narration B. Description C. Criticism D. Argumentation
(E)
Police fired tear gas and arrested more than 5,000 passively resisting protestors Friday in an attempt to break up the largest antinuclear demonstration ever staged in the United States. More than 135,000 demonstrators confronted police on the construction site of a 1,000-megawatt nuclear power plant scheduled to provide power to most of southern New Hampshire. Organizers of the huge demonstration said, the protest was continuing despite the police actions. More demonstrators were arriving to keep up the pressure on state authorities to cancel the project. The demonstrator had charged that the project was unsafe in the densely populated area, would create thermal pollution in the bay, and had no acceptable means for disposing of its radioactive wasters. The demonstrations would go on until the jails and the courts were so overloaded that the state judicial system would collapse.
Governor Stanforth Thumper insisted that there would be no reconsideration of the power project and no delay in its construction set for completion in three years. “This project will begin on time and the people of this state will begin to receive its benefits on schedule. Those who break the law in misguided attempts to sabotage the project will be dealt with according to the law,” he said. And police called in reinforcements from all over the state to handle the disturbances.
The protests began before dawn Friday when several thousand demonstrators broke through police lines around the cordoned-off construction site. They carried placards that read “No Nukes is Good Nukes,” “Sunpower, Not Nuclear Power,” and “Stop Private Profits from Public Peril.” They defied police order to move from the area. Tear gas canisters fired by police failed to dislodge the protestors who had come prepared with their own gas masks or facecloths. Finally gas-masked and helmeted police charged into the crowd to drag off the demonstrators one by one. The protestors did not resist police, but refused to walk away under their own power. Those arrested would be charged with unlawful assembly, trespassing, and disturbing the peace.
77. What were the demonstrators protesting about?
A. Private profits. B. Nuclear Power Station.
C. The project of nuclear power construction. D. Public peril.
78. Who had gas-masks?
A. Everybody. B. A part of the protestors. C. Policemen. D. Both B and C.
79. Which of the following was NOT mentioned as a reason for the demonstration?
A. Public transportation. B. Public peril.
C. Pollution. D. Disposal of wastes.
80. With whom were the jails and courts overloaded?
A. With prisoners. B. With arrested demonstrators.
C. With criminals. D. With protestors.
81. What is the attitude of Governor Stanforth Thumper toward the power project and the demonstration?
A. Stubborn. B. Insistent. C. Insolvable. D. Remissible.
(F)
We might marvel at the progress made in every field of study, but the methods of testing a person’s knowledge and ability remain as primitive as ever they were. It really is extraordinary that after all these years, educationists have still failed to device anything more efficient and reliable than examinations. For all the pious claim that examinations test what you know, it is common knowledge that they more often do the exact opposite. They may be a good means of testing memory, or the knack of working rapidly under extreme pressure, but they can tell you nothing about a person’s true ability and aptitude.
As anxiety-makers, examinations are second to none. That is because so much depends on them. They are the mark of success or failure in our society. Your whole future may be decided in one fateful day. It doesn’t matter that you weren’t feeling very well, or that your mother died. Little things like that don’t count: the exam goes on. No one can give off his best when he is in mortal terror, or after a sleepless night, yet this is precisely what the examination system expects him to do. The moment a child begins school, he enters a world of vicious competition where success and failure are clearly defined and measured. Can we wonder at the increasing number of ‘drop-outs’: young people who are written off as utter failures before they have even embarked on a career? Can we be surprised at the suicide rate among students?
A good education should, among other things, train you to think for yourself. The examination system does anything but that. What has to be learnt is rigidly laid down by a syllabus, so the student is encouraged to memorize. Examinations do not motivate a student to read widely, but to restrict his reading; they do not enable him to seek more and more knowledge, but induce cramming. They lower the standards of teaching, for they deprive the teacher of all freedoms. Teachers themselves are often judged by examination results and instead of teaching their subjects, they are reduced to training their students in exam techniques which they despise. The most successful candidates are not always the best educated; they are the best trained in the technique of working under duress.
The results on which so much depends are often nothing more than a subjective assessment by some anonymous examiner. Examiners are only human. They get tired and hungry; they make mistakes. Yet they have to mark stacks of hastily scrawled scripts in a limited amount of time. They work under the same sort of pressure as the candidates. And their word carries weight. After a judge’s decision you have the right of appeal, but not after an examiner’s. There must surely be many simpler and more effective ways of assessing a person’s true abilities. Is it cynical to suggest that examinations are merely a profitable business for the institutions that run them? This is what it boils down to in the last analysis. The best comment on the system is this illiterate message recently scrawled on a wall: ‘I were a teenage drop-out and now I are a teenage millionaire. ’
82. The main idea of this passage is______.
A. examinations exert a pernicious influence on education
B. examinations are ineffective
C. examinations are profitable for institutions
D. examinations are a burden on students.
83. The author’s attitude toward examinations is_______.
A. detest B. approval C. critical D. indifferent
84. The fate of students is decided by_______.
A. education B. institutions C. examinations D. students themselves
85. According to the author, the most important of a good education is_______.
A. to encourage students to read widely B. to train students to think on their own
C. to teach students how to tackle exams D. to master his fate
2006年公開招聘教師考試
英語(yǔ)參考答案
I.& II.單項(xiàng)與多項(xiàng)選擇題（共10小題，每小題1分，計(jì)10分）
1—5 CBDAD 6. ABCD 7. ACD 8. ABD 9. ABC 10. BCD
III. 語(yǔ)法和詞匯知識(shí) (共30小題，每小題0.5分，計(jì)15分)
11—15 ABABB 16—20 ACBAC 21—25 BBCAD
26—30 DCAAB 31—35 AABBD 36—40 CDDAC
IV. 完形填空 (共20小題；每小題1分，計(jì)20分)
41—45 ABADA 46—50 BCCAB
51—55 ADDAB 56—60 CABAB
V. 閱讀理解（共25小題，每小題1分，計(jì)25分）
61—65 BCDAD 66—70 AABAC 71—75 DCAAC
76—80 CCDAB 81—85 AACCB
VI. 短文改錯(cuò)（共10小題，計(jì)5分）
86. from前加is 87. birdbirds 88. 去掉lunch前的the
89. prepare prepared 90. 去掉who 91. every each
92. right 93. slow slowly 94. excited exciting
95. because why
VII. （略）（計(jì)5分）