1、2016年南昌市紅谷灘教師招聘一小學(xué)英語(yǔ)真題1 .筆試時(shí)間：8： 3011： 00o （2016年6月4日）2 .筆試內(nèi)容：命題內(nèi)容為公共科目50%,專業(yè)科目50隊(duì)公共科目為相應(yīng)層次的教育學(xué)、心理學(xué)知識(shí)及時(shí)事政治內(nèi)容；專業(yè)科 目為包括專業(yè)知識(shí)、教材解讀。試卷說明本試卷分為兩大部分，滿分100分，考試時(shí)間150分鐘。第一部分，教育學(xué)和心理學(xué)知識(shí)、時(shí)事政治，合計(jì)50分。1、單選題，第1一50題，每題0.6分，合計(jì)30分。2、多選題，第51-70題，每題1分,合計(jì)20分。第二部分，英語(yǔ)學(xué)科知識(shí)，合計(jì)50分。選擇題36題,案例分析1道，共50分。1、單項(xiàng)選擇，第71-80題，每題0.6分，合計(jì)6分。2

2、、完形填空，第81-95題，每題0.6分，合計(jì)9分。3、閱讀理解,第96-110題，每題1.2分,合計(jì)18分。4、案例分析題，一道，合計(jì)17分。第一部分 教育學(xué)、心理學(xué)知識(shí)一、單選題（共50題，每題0.6分，30分）1、春秋戰(zhàn)國(guó)后期，中國(guó)出現(xiàn)了世界上第一部教育文獻(xiàn)（）。A、禮記B、學(xué)記C、論語(yǔ) D、春秋2、認(rèn)為教學(xué)過程是學(xué)生直接經(jīng)驗(yàn)的不斷改造和增大意義的過程，是 “從做中學(xué)”的過程。持這一觀點(diǎn)的教育家是（）。A、凱洛夫 B、赫爾巴特 C、夸美紐斯D、杜威3、新課程改革從單純注意傳授知識(shí)轉(zhuǎn)變?yōu)橐龑?dǎo)學(xué)生學(xué)會(huì)學(xué)習(xí)、學(xué)會(huì) 合作、學(xué)會(huì)生存、學(xué)會(huì)做人，這是實(shí)現(xiàn)（）的轉(zhuǎn)變。A、課程功能B、課程內(nèi)容 C、課程

3、結(jié)構(gòu)D、課程評(píng)價(jià)4、下列哪種課程觀沒有體現(xiàn)“學(xué)習(xí)者是課程主體”的思想？（） A、課程即知識(shí)B、課程即復(fù)雜會(huì)話C、課程即活動(dòng)D、課程即經(jīng)驗(yàn) 5、新課程認(rèn)為，教學(xué)過程的本質(zhì)是（）。A、傳授知識(shí)的過程B、引導(dǎo)學(xué)生學(xué)習(xí)和掌握雙基的過程C、交往互動(dòng)的過程D、生命意義的實(shí)現(xiàn)過程6、與新課程的開放性、生成性不相適應(yīng)的課程教學(xué)是（）oA、教學(xué)過程的預(yù)定性B、教學(xué)設(shè)計(jì)預(yù)留空間C、培養(yǎng)學(xué)生多向思維、求異思維的習(xí)慣D、善于利用“突發(fā)事件”7、校風(fēng)、教風(fēng)和學(xué)風(fēng)是學(xué)校文化的重要組成部分，就其課程類型而 言，它們應(yīng)該屬于（）。A、學(xué)科課程 B、隱形課程C、顯性課程 D、活動(dòng)課程8、教師在教育工作中要做到循序漸進(jìn)，這是因?yàn)?/p>

4、（）oA、學(xué)生只有機(jī)械記憶的能力易公教育出品B、教師的知識(shí)能力是不一樣的C、教育活動(dòng)中要遵循人的身心健康發(fā)展的一般規(guī)律D、教育活動(dòng)完全受到人的遺傳素質(zhì)的制約9、教師按一定的教學(xué)要求提出問題，要求學(xué)生回答，并通過問答的 形式來引導(dǎo)學(xué)生獲取或鞏固知識(shí)的方法是（）。A、討論法 B、談?wù)摲?C、談話法D、講授法10、有目的、有計(jì)劃、有結(jié)構(gòu)地產(chǎn)生教學(xué)計(jì)劃、教學(xué)大綱以及教科書 的系統(tǒng)化活動(dòng)是（）。A、制定課程目標(biāo) B、指定教學(xué)計(jì)劃C、課程設(shè)計(jì)D、明確培養(yǎng)目標(biāo)11、由于遺傳素質(zhì)的差異、環(huán)境和教育以及個(gè)人努力程度的不同，有 的“聰明早慧”，有的“大氣晚成”，這體現(xiàn)了個(gè)體身心健康發(fā)展的 （）。A、階段性B、互補(bǔ)

5、性C、不平衡性D、個(gè)別差異性12、教師必須十分重視自身的發(fā)展，做到以身作則、為人師表，這體 現(xiàn)了教師勞動(dòng)的哪一特點(diǎn)？（）A、復(fù)雜性、創(chuàng)造性B、連續(xù)性、廣適性C、主動(dòng)性、示范性D、長(zhǎng)期性、間接性13、班主任與學(xué)生進(jìn)行有效溝通的行禮基礎(chǔ)是（）、尊重與共情。A、真誠(chéng) B、友愛 C、熱情 D、理解14、德育過程是思想品德的實(shí)施過程，它構(gòu)成的基本要素是教育者、 受教育者和（）。A、教育環(huán)境、教育內(nèi)容B、教育環(huán)境、教育目標(biāo)C、教育內(nèi)容、教育方法D、教育環(huán)境、教育方法15、班級(jí)所有成員在保證集體正常運(yùn)轉(zhuǎn)和承擔(dān)責(zé)任的基礎(chǔ)上，都民主 平等地參與對(duì)各項(xiàng)班級(jí)事務(wù)的管理，這種方式成為（）oA、目標(biāo)管理B、民主管理C、

6、平行管理D、常規(guī)管理16、在學(xué)校心理輔導(dǎo)的實(shí)踐中，運(yùn)用改善學(xué)生認(rèn)知的技術(shù)，來解決學(xué) 生的心理問題，這是（）。A、行為療法B、團(tuán)體心理輔導(dǎo)C、系統(tǒng)脫敏D、理性情緒療法17、中外教育家都非常重視啟發(fā)式教學(xué)，“一個(gè)壞的教師奉送真理， 一個(gè)好的教師則教人發(fā)現(xiàn)真理”，這是（）的名言。A、第斯多惠 B、烏中斯基 C、蘇格拉底 D、夸美紐斯18、做好班主任工作的前提和基礎(chǔ)是（）A、組織和培養(yǎng)班集體B、全面了解學(xué)生C、培養(yǎng)優(yōu)良的班風(fēng)D、做好后進(jìn)生轉(zhuǎn)化工作19、馬卡連柯指出：“活動(dòng)教育了集體，團(tuán)結(jié)了集體，加強(qiáng)了集體，以后，集體自身就能成為很大的教育力量了。”這說明班級(jí)活動(dòng)具有 （）功能。A、滿足交往B、促進(jìn)個(gè)性

7、C、班集體建設(shè)D、學(xué)習(xí)發(fā)展20、教師通過展示實(shí)物、直觀教具、進(jìn)行師范實(shí)驗(yàn)，指導(dǎo)學(xué)生獲取知識(shí)的方法是（）oA、練習(xí)法B、演示法C、實(shí)驗(yàn)法D、發(fā)現(xiàn)法21下列Powerpoint功能選項(xiàng)中，可將幻燈片放映的換頁(yè)效果設(shè)為 “垂直百葉窗”的（）。A、動(dòng)作設(shè)置B、動(dòng)畫方案C、自定義動(dòng)畫D、幻燈片切換22、不能將書本上的內(nèi)容采集為數(shù)學(xué)圖像存儲(chǔ)到計(jì)算機(jī)的設(shè)備是（）oA、數(shù)碼相機(jī)B、掃描儀C、打印機(jī)D、手機(jī)23、網(wǎng)絡(luò)信息資源檢索中最常規(guī)、最普遍的方式是（）oA、瀏覽B、利用搜索引擎C、利用目錄型檢索工具D、電子郵件預(yù)定24、教師用紅筆批改作業(yè)，這是利用（）.A、知覺恒常性B、知覺選擇性C、知覺理解性D、知覺整體

8、性25、對(duì)詞句中的某些筆誤及順序的顛倒往往不易察覺，是因?yàn)椋ǎ?的作用。A、知覺整體性B、知覺理解性C、知覺恒常性D、知覺選擇性26、”讓學(xué)校的每一面墻壁都開口說話，”這是充分運(yùn)用了下列哪一 種德育方法？（）A、陶冶教育B、榜樣示范C、實(shí)際鍛煉D、品德評(píng)價(jià)27、身處教育實(shí)踐第一線的研究者與受過專門訓(xùn)練的教學(xué)研究者密切 協(xié)作，以教育實(shí)踐中存在的某一問題作為研究對(duì)象，通過合作研究， 再把研究結(jié)果應(yīng)用到自身從事的教育實(shí)踐中的一種研究方法，這種研 究方法是（）A、注意的轉(zhuǎn)移B、讀書法C、文獻(xiàn)法D、行動(dòng)研究法28、注意離開了心理活動(dòng)所要指向的對(duì)象而被無關(guān)的對(duì)象吸引去的現(xiàn) 象叫（）A、注意的轉(zhuǎn)移B、注意的

9、穩(wěn)定性C、注意的范圍D、注意的分散29、積極的情緒和情感可以調(diào)節(jié)和促進(jìn)活動(dòng)，消極的情緒和情感可以 破壞和瓦解活動(dòng)，說明情緒和情感具有（）oA、適應(yīng)功能B、動(dòng)機(jī)功能C、組織功能D、信號(hào)功能30、學(xué)生希望與同伴建立友誼，希望得到教師和父母的愛，這種需要 屬于（）A、生理需要B、安全需要C、歸屬與愛的需要D、尊重的需要31、態(tài)度特征、意志特征、情緒特征和理智特征是性格的（）A、分類標(biāo)準(zhǔn)B、社會(huì)道德評(píng)價(jià)標(biāo)準(zhǔn)C、結(jié)構(gòu)組成部分D、社會(huì)屬性的體現(xiàn)32、個(gè)體在不同的年齡階段表現(xiàn)出身心發(fā)展不同的總體特征及主要矛 盾，面臨著不同的發(fā)展任務(wù)。這是身心發(fā)展的（）。A、順序性B、不平衡性C、互補(bǔ)性D、階段性33、班杜拉

10、認(rèn)為在學(xué)生的品德教育中具有重要作用的是（）。A、效能期待B、替代強(qiáng)化C、觀察學(xué)習(xí)D、歸因方式34、依據(jù)心智技能的實(shí)踐模式，把主體的在頭腦中建立起來的活動(dòng)程 序計(jì)劃，以外顯的操作方式付諸實(shí)施階段，這是（）A、原型操作B、原型啟發(fā)C、原型內(nèi)化D、原型定向35、人們對(duì)自己是否能成功地從事某一成就行為的主觀判斷稱之為（）A、自我歸因感B、自我期待感C、自我預(yù)期感D、自我效能感36、根絕加涅的學(xué)習(xí)結(jié)果分類觀點(diǎn)，學(xué)會(huì)陳述觀點(diǎn)的能力稱之為（）A、智慧技能B、認(rèn)知策略C、言語(yǔ)信息D、動(dòng)作技能37、當(dāng)舊有的方式在探究世界的過程中不能湊效時(shí)，兒童或許會(huì)根據(jù) 新經(jīng)驗(yàn)來修改己有的固式。這一過程叫做（）。A、同化B、順

11、應(yīng)C、平衡D、不平衡38、根據(jù)斯滕伯格的三元智力理論，具有哪種智力類型的人常常是特 別出色的綜合思維者，能夠發(fā)現(xiàn)別人不能發(fā)現(xiàn)的聯(lián)合（綜合點(diǎn)）（） A、成功智力B、實(shí)踐性智力C、創(chuàng)造性智力D、分析性智力39、根據(jù)多元智能理論，具備哪種類型的善于確定目標(biāo)，評(píng)估他人能 力和弱點(diǎn)，監(jiān)控自己的思維？（）A、自我認(rèn)知智能B、人際關(guān)系智能C、自我認(rèn)知智能D、數(shù)理邏輯智能40、根據(jù)皮亞杰的認(rèn)知發(fā)展階段理論，處于哪一階段的學(xué)生能夠同時(shí) 注意到事物的多個(gè)角度，而不受眼前具體內(nèi)容的限制？（）A、感知運(yùn)動(dòng)階段B、前運(yùn)算階段C、具體運(yùn)算階段D、形式運(yùn)算階段41 .個(gè)體對(duì)他人，對(duì)自己，對(duì)事物或某些觀念形成穩(wěn)定的心理傾向，

12、屬于哪種類型的學(xué)習(xí)？（）A.態(tài)度學(xué)習(xí)B.動(dòng)作技能學(xué)習(xí)C.原理和規(guī)則學(xué)習(xí)D.問題解決學(xué)習(xí)42 .學(xué)習(xí)策略是指學(xué)習(xí)者為了解決學(xué)習(xí)的效果和效率，有目的有意識(shí) 判定的有關(guān)學(xué)習(xí)過程的（）A.具體方法B.動(dòng)作技能C.復(fù)雜方案D.學(xué)習(xí)工具43 .人們對(duì)于某種行為要求的依據(jù)或必要性缺乏認(rèn)識(shí)與體驗(yàn)，不知不 覺受到群體的壓力而產(chǎn)生的跟隨他人行動(dòng)的現(xiàn)象稱為（）A.模仿B.從眾C.服從D.感知44 .要求學(xué)生盡可能多地例舉由“大地” 一詞所想到的事物，是為了 訓(xùn)練學(xué)生的（）A.發(fā)散思維B.推測(cè)與假設(shè)C.好奇心D.獨(dú)立性45 .競(jìng)爭(zhēng)指?jìng)€(gè)體或群體充分實(shí)現(xiàn)自身和潛能，力爭(zhēng)按優(yōu)勝標(biāo)準(zhǔn)使自己 的成績(jī)超過對(duì)手的過程,適度競(jìng)爭(zhēng)，不

13、但不會(huì)影響學(xué)生間的人際關(guān)系, 而且還會(huì)（）A.提高學(xué)習(xí)和工作效率B.養(yǎng)成競(jìng)爭(zhēng)意識(shí)C.導(dǎo)致教師管理公正D.促進(jìn)團(tuán)結(jié)協(xié)作46 .教師在合法權(quán)益受到侵害時(shí)，依照法律的規(guī)定，向法定主管機(jī)關(guān) 中選理由，請(qǐng)求處理的制度，稱為（）A.教師行政復(fù)議B.教師申訴制度C.教師行政訴訟D.教師調(diào)解制度47 .“學(xué)高為師”“良師必須是學(xué)者”，強(qiáng)調(diào)哪一類知識(shí)對(duì)教師專業(yè) 發(fā)展的重要性？（）A.本體性知識(shí)B.條件性知識(shí)C.實(shí)踐性知識(shí)D.文化知識(shí)48 .教師教學(xué)反思的最主要研究視角是（）A.以回顧學(xué)生的視角進(jìn)行反思B.通過約請(qǐng)同事專家觀察自己的教學(xué)進(jìn)行反思C.通過閱讀理論文獻(xiàn)來反思自己的教學(xué)D.以教師的視角對(duì)自己的教學(xué)進(jìn)行反

14、思49 .反映一個(gè)國(guó)家配合政治經(jīng)濟(jì)科技體制而確定下來的學(xué)校辦學(xué)形 式、層次結(jié)構(gòu)、組織管理等相對(duì)穩(wěn)定的運(yùn)行模式和規(guī)定，這是指（）A.教育制度B.學(xué)校教育制度C.教育體制D.學(xué)校領(lǐng)導(dǎo)制度50 .我國(guó)首次以法律形式明確規(guī)定“國(guó)家實(shí)行教師資格制度”的文件 是（）A.教師資格條例B.教師資格認(rèn)定的過渡辦法C.教師資格條例實(shí)施辦法D.中華人民共和國(guó)教師法二、多項(xiàng)選擇題（共20小題，每小題1分，共20分）51 .關(guān)于個(gè)體身心發(fā)展的動(dòng)因理論是（）A.內(nèi)發(fā)論B.外銀論C.成熟機(jī)制D.多因素相互作用論52 .泰勒認(rèn)為，選擇教育目標(biāo)不需考慮的因素是（）A.學(xué)科的邏輯B社會(huì)的要求C.學(xué)生的心理發(fā)展邏輯 D.教學(xué)計(jì)劃5

15、3 .有利于調(diào)動(dòng)學(xué)生學(xué)習(xí)的主動(dòng)性，培養(yǎng)他們的學(xué)習(xí)能力和創(chuàng)造才能 的教學(xué)組織形式是（）A.班級(jí)授課制B,分組教學(xué)制C.道爾頓制D.設(shè)計(jì)教學(xué)法54 .教育作為培養(yǎng)人的社會(huì)實(shí)踐活動(dòng)，它是一種相對(duì)獨(dú)立的社會(huì)子系 統(tǒng)，這個(gè)子系統(tǒng)包括的基本要素是（）A.教育者B受教育者C.教育影響D.教育認(rèn)識(shí)55 .教育對(duì)生產(chǎn)力的促進(jìn)作用主要是通過（）來實(shí)施的A教育促進(jìn)勞動(dòng)力的生產(chǎn)和再生產(chǎn)B.教育是促進(jìn)科學(xué)知識(shí)的生產(chǎn)和再生產(chǎn)C.教育促進(jìn)社會(huì)的效率D.教育對(duì)文化的延續(xù)56 .學(xué)校教育制度在形成上的發(fā)展經(jīng)歷過程又（）A.前制度化教育B.非制度化教育C.義務(wù)教育D.制度化教育57 .讓學(xué)生在輕松愉快的教育氣氛中獲得知識(shí)，陶冶情

16、操的教學(xué)模式稱為情感一陶冶式，屬于此類的是（）A.成功教育B.情境教育C.樂學(xué)教育D.情知教學(xué)58 .基于建構(gòu)主義教學(xué)理論的教學(xué)模式是（）A.支架式教學(xué)B.情境教育C.拋錨式教學(xué)D.隨機(jī)進(jìn)入式教學(xué)59 .新課程改革理論所倡導(dǎo)的師生關(guān)系是（）A.民主B.平等C.對(duì)話D.互動(dòng)60 .校外課程資源主要有（）A.家庭資源 B.社會(huì)資源C.校園資源 D.自然資源61 .現(xiàn)代教育評(píng)價(jià)的產(chǎn)生和發(fā)展可分為如下哪幾個(gè)時(shí)期（）A.教育測(cè)驗(yàn)運(yùn)動(dòng)時(shí)期B.目標(biāo)分析研究時(shí)期C.多方位研究時(shí)期D.教育評(píng)價(jià)的興盛時(shí)期62 .教學(xué)研究中的行動(dòng)必須具有以下哪幾個(gè)時(shí)期（）A.可操作性B.驗(yàn)證性C.教育性D.探索性63 .影響遷移的

17、客觀因素有（）A.學(xué)習(xí)情境的相似性B.教師指導(dǎo)C.學(xué)習(xí)材料特性D.遷移的媒體64 .學(xué)生的心理發(fā)展主要包括（）方面A.認(rèn)知B.情感C.人格D.社會(huì)性65 .通過信息加工過程人們獲得的知識(shí)有（）A.言語(yǔ)知識(shí)B.陳述性知識(shí)C.書本知識(shí)D.程序性知識(shí)66 .動(dòng)作技能與智力技能的區(qū)別主要有（）A.活動(dòng)的對(duì)象不同B.活動(dòng)的結(jié)構(gòu)不同C.活動(dòng)的要求不同D.活動(dòng)的不同67 .品德的認(rèn)知結(jié)構(gòu)可歸納為（）A.道德認(rèn)識(shí)B.道德行為C.道德情感D.道德意志68 .問題解決的一般過程包括（）A.發(fā)現(xiàn)問題B.明確問題C.提出假設(shè)D.檢驗(yàn)假設(shè)69 .我國(guó)學(xué)校教育的類別結(jié)構(gòu)主要包括（）A.基礎(chǔ)教育B.成人教育C.高等教育D.

18、職業(yè)技術(shù)教育70 .學(xué)校教育的基本途徑有（）A.教學(xué)B.科研C.課外活動(dòng)D.社會(huì)實(shí)踐第二部分英語(yǔ)學(xué)科專業(yè)知識(shí)I e Vocabulary and structure （Questions 71 to 80）71 .Can John take charge of the car company?I'm afraid it is his ability.A.beyond B.within C.of D.to72 . The higher the oil price is , to the global economy.A.the more damage will it causeB.the

19、 more it will cause damageC.the more damage it will causeD.the more will it cause damage73 . The professor , according to the newspaper, to have been killed in the earthquake.A.said B.was saying C.was said D.had been said74 . To my surprise, the top student in our class failed a scholarship.A.obtain

20、 B.obtaining C.to obtain D.obtained75 . about wild plants that they decided to make a trip to Madagascar for further research.A. So curious the couple wasB. So curious were the coupleC. So were curious the coupleD. So was the couple curious76 . After Brandon stayed in Huang Shan for a week, he got t

21、he impression the scenery was very fascinating.A.whichB.why C.where D.that77 . Don't leave the candy olive can get them, they are not good for health.A. Whether B. In which C.where D.unless78 . Rick's gone to the children from school.A. collect B. getC.co ver D.care1 9.1 will check my , but

22、I think we can meet next Monday.A.facilityB.scheduleC.response D.intention80 . Tom's leg was damaged in the accident, he now walks with a limp.A.permanently B.increasinglyC.virtuallyD.deadlyIL Close (Questions 81 to 95)People often fall ill, because of me. However, they can hardly blame me, it i

23、s largely their own 81. A tired person may get caught,especially when he goes to crowed places with polluted air. A sudden change in 82 is another factor. In hot summer, people turn on the air-conditioner upon returning home. They will catch a cold easily.My latest victim is an energetic student. Af

24、ter school, he played football hard for two hours. Though 83, he still went to thecinema .Then he got back home and took a cold shower immediately.I seized this golden chance to 84 him . He reacted, trying to 85 me , but I was already 86 deep in his throat. He kept sneezing and his nose was running.

25、 87 he put on some wann clothes, it didn't work, for there were too many of us. Besides, his sore throat kept upsetting him, and he developed a cough to force me and my family out, but 88.The next day he couldn't go to school. He had lost his appetite and was not as 89 as before. His mother

26、made him orange juice every few hours for more vitamin C, which would help his 90.For two days he was nursed by his mother. As he rested more, his defense strengthened and I began to feel the 91 , I knew I had to 92_ him before long. But I am not the one who gives up easily, and I made every effort

27、to fight back. 93, it was my turn to feel 94now, for his defense system was starting an all-out attack against me. I became 95 and finally my time was over.Do you know what I am?81. A.fault82. A. occasion83. A. excitedB. responsibilityB. temperatureB. hurtC. destinationC.seasonC. lateD. businessD. c

28、onditionD. tired84. A.injure85. A. get rid of86. A. reproducing87. A. Since88. A. escaped89. A. peaceful90. A. study91. A. loss92. A.sacrificeB. attackB. get on withB. waitingB. AlthoughB. SucceededB. sensibleB. developmentB. pressureB. catchC. botherC. put up withC. hidingC. WhetherC. failedC.happy

29、C. recoveryC. operationC. forgetD. destroyD. take hold ofD. disappearingD. OnceD. regrettedD. energeticD. effectD. burdenD. leave93. A. UncertainlyB. UnsuccessfullyC. UnusuallyD.Unfortunately94. A. reluctantlyB. DisappointedC.painfulD. ashamed95. A. weaker B. biggerC. smaller D. strongerIII Reading

30、ComprehensionWhen planning on a presentation, above all, know your audience and match what you say to their needs. Creating your presentation with your audience in mind will make sure that they will follow you. If your presentation doesn't appeal to your audience - no matter how well you have de

31、veloped it - your presentation will fall on deaf eais. This leads us to the next rule: Know your material very well. Your material should be second nature to you. Practice giving your presentation with friends, in front of a mirror, and with co-workers. If you are speaking in a second language, make

32、 sure that you record yourself and listen a number of times before going to practice with a native speaker (if possible).Remember that you are an actor when presenting. Make sure that not only your physical appearance is appropriate for the occasion, but also the tone you use is well chosen. If your

33、 topic is serious, then be serious. However, it's always a good idea to begin your presentation with an ice-breaker. Don't wony about making friends, rather lead the audience through your material in a calm and relaxed manner. Speak slowly and clearly, and remember to address eveiyone in the

34、 audience - even the person the farthest away from you.To achieve the above goals, follow these tips when giving your presentation: Speak with confidence. Believe what you are saying and you will persuade your audience. Do not read from notes. Using notes is fine, but do so only briefly. Keep eye co

35、ntact with your audience. Making direct eye contact with people will help them feel as if they are participating in your presentation. Bring photocopies. Don't just use a PowerPoint presentation. Provide audience members with photocopies of the most important materials so they can keep your most

36、 important points in mind. Know when to stop. This is very important. You need to make your case, but continuing for too long will only ensure that the audience forgets what you have said.96. What is the passage mainly about?A. Tips to make an effective presentation.B. The role of a speaker in a pre

37、sentation.C. Ways to help audience follow a presentation.D. The importance of practicing before a presentation.97. The underlined sentence in Paragraph 1 infers that you shouldA. treasure your presentation material as your second natureB. put your second nature into your presentation materialC. full

38、y present yourself in your presentation materialD. be very familiar with your presentation material98 What helps you achieve your goals when giving your presentation?A. Avoid talking about anything you are not sure of.B. Make continuous direct eye contact with your audience.C. Present your material

39、non-stop through your presentation.D. Provide photocopies of every detail about your presentation.BI am a good mother to three children. I have tried never to let my profession stand in the way of being a good parent.I no longer consider myself the center of the universe. I show up. I listen. I try

40、to laugh. I am a good friend to my husband. I have tried to make marriage vows mean what they say. I am a good friend to my friends, and they to me. Without them, there would be nothing to say to you today.So here's what I wanted to tell you today: get a life. A real life, not a desire of the ne

41、xt promotion , the bigger paycheck, the larger house.Get a life in which you are not alone. Find people you love, and who love you. And remember that love is not leisure but work. Pick up the phone. Send an e?mail. Write a letter. And realize that life is the best thing and that you have no business

42、 taking it for granted.It is so easy to waste our lives, our days, our hours, and our minutes. It is so easy to exist instead of living. I learned to live many years ago. Something really, really bad happened to me, something that changed my life. If I had my choice, it would never have been changed

43、 at all. And what I learned from it is what, today, seems to be the hardest lesson of all.I learned to love the journey, not the destination. I learned to look at all the good in the world and tried to give some of it back because I believed in it, completely and totally. And I tried to do that, in

44、part, by telling others what I had learned.By telling them this： read in the backyard with the sun on your face. Learn to be happy. And think of life as a deadly illness, because if you do, you will live with joy and passion as it ought to be lived.99. How did the author form her view of life?A. Thr

45、ough social experience.B By learning from her friends.C. Through an unfortunate experience.D. From her children and husband.100> The sentence “It is so easy to exist instead of living“ means that people tend to?A. waste a lot in lifeB work rather than enjoy lifeC. make a living rather than live a

46、 real lifeD. forget the most important lesson in life10L It can be inferred from the passage that.A. the author is a success in personal lifeB the author did not try her best to work wellC. the author spends all her time caring for her childrenD. the author likes traveling very much102> The best

47、title for this passage probably is.A. Love your friendsB. Live a real lifeC. Don't waste timeD. Be a good wife and mothercBotany, the study of plants, occupies a peculiar position in the history of human knowledge.For many thousands of years it was the one field of awareness about which humans h

48、ad anything more than the vaguest of insights. It is impossible to know today just what our Stone Age ancestors knew about plants, but from what we can observe of preindustrial societies that still exist, a detailed learning of plants and their properties must be extremely ancient. This is logical.

49、Plants are the basis of the food, oyramid for all living things, even for other plants. They have always been enormously important to the welfare of people, not only for food, but also for clothing, weapons, tools, dyes, medicines, shelter, and a great many other purposes. Tribes living today in the

50、 jungles of the Amazon recognize literally hundreds of plants and know many properties of each. To them botany, as such, has no name and is probably not even recognized as a special branch of "knowledge” at all.Unfortunately, the more industrialized we become the farther away we move from direc

51、t contact with plants, and the less distinct our knowledge of botany grows. Yet everyone comes unconsciously on anamazing amount of botanical knowledge, and few people will fail to recognize a rose, an apple, or an orchid. When our Neolithic ancestors, living in the Middle East about 10,000 years ag

52、o, discovered that certain grasses could be harvested and their seeds planted for richer yields the next season, the first great step in a new association of plants and humans was taken. Grains were discovered and from them flowed the marvel of agriculture : cultivated crops. From then on, humans would increasingly take their living from the controlled production of a few plants, rather than getting a little here and a little there from man