吉林2026年特岗教师《英语》真题练习卷

吉林2026年特岗教师《英语》真题练习卷PartIVocabularyandStructure(30points)Directions:Thereare30incompletesentencesinthispart.ForeachsentencetherearefourchoicesmarkedA,B,C,andD.ChoosetheONEthatbestcompletesthesentence.1.Theprimaryresponsibilityofateacheristocreatealearningenvironment______studentsfeelsafetoexpresstheiropinions.A.whichB.whereC.thatD.when2.Recentstudiesinpedagogysuggestthatacombinationofintrinsicmotivationand______feedbackleadstothebestacademicoutcomes.A.constructiveB.constructingC.constructD.construction3.Itisessentialthattheschoolcurriculum______tomeetthechangingneedsofthedigitalgeneration.A.adaptsB.adaptedC.adaptD.adapting4.______theheavyrain,theannualsportsmeetingwaspostponeduntilnextMonday.A.OwingtoB.InspiteofC.ButforD.Withregardto5.Theneweducationalpolicy,______aimstoreducetheburdenonstudents,hassparkedaheateddebateamongparents.A.whichB.whoC.whatD.it6.Notonly______thestudentslearntheoreticalknowledge,buttheyalsoneedtoapplyittoreal-lifesituations.A.doB.doesC.didD.should7.Theconceptof"multipleintelligences"proposedbyHowardGardnerimpliesthateverychildhasaunique______oftalents.A.combinationB.collectionC.connectionD.correlation8.Ifateacher______moreattentiontotheshystudentinthebackrow,hemighthaveparticipatedmoreactivelyinclass.A.paidB.hadpaidC.wouldpayD.pays9.Thevillageschool,______byalocalphilanthropist,providesfreeeducationforchildreninremoteareas.A.fundingB.fundedC.tobefundedD.havingfunded10.Itisgenerallybelievedthateffectiveclassroommanagement______significantlyontheteacher'sabilitytoestablishrapport.A.dependsB.dependsonC.reliesD.reliesin11.Theuseofmultimediaintheclassroomcan______abstractconceptsintoconcretevisualrepresentations.A.translateB.transferC.transformD.transmit12.______isoftenthecasewithnoviceteachers,thefirstyearofteachingisfullofchallengesandlearningcurves.A.AsB.ItC.WhatD.Which13.Thecommittee______offivesenioreducatorsandtwoparentrepresentatives.A.composesB.consistsC.constitutesD.includes14.Bythetimethebellrings,thestudents______theirgroupprojects.A.willhavefinishedB.willfinishC.arefinishingD.havefinished15.Theteacherdemandedthattheassignment______submittedbeforethedeadline.A.beB.isC.wasD.were16.______distinguisheshumanlanguagefromanimalcommunicationsystemsisitscreativityandproductivity.A.WhatB.ThatC.WhichD.It17.Theschoollibraryoffersaquietatmosphere______conducivetostudyingandresearch.A.whichisB.thatisC./D.whois18.Iwouldratheryou______thetruthaboutthedifficultyoftheexamrightnow.A.tellB.toldC.havetoldD.willtell19.TheintegrationofAIineducationisadouble-edgedsword;______,itofferspersonalizedlearning,but______,itraisesprivacyconcerns.A.ononehand;ontheotherhandB.ontheonehand;ontheotherhandC.ononehand;onanotherhandD.ontheonehand;onotherhand20.Thenumberofstudentsapplyingforthescholarship______reachedarecordhighthisyear.A.hasB.haveC.isD.are21.Educatorsshouldencouragestudentstothinkcritically______ofsimplyacceptinginformationpassively.A.insteadB.despiteC.becauseD.unless22.Theexperiment______theprofessorconducteddemonstratedthepsychologicalimpactofpraiseonchildren.A./B.whichC.whatD.AandB23.Hardly______theclassroomwhentheteacherrealizedhehadforgottenhistextbook.A.hadheenteredB.hehadenteredC.didheenterD.heentered24.The______ofliteracyinruralareasisatoppriorityforthelocalgovernment.A.promotionB.promotionC.promoterD.promoting25.Youcannotbe______carefulwhendealingwiththeemotionalneedsofteenagers.A.veryB.tooC.soD.that26.Thereason______hewaslateforthemeetingwasnotexplainedclearly.A.whyB.thatC.forwhichD.Alloftheabove27.Before______fortheteachingposition,candidatesmustpassarigorousbackgroundcheck.A.hiringB.hiredC.beinghiredD.havinghired28.Thisisthemostinspiringlectureoneducationalpsychology______Ihaveeverattended.A.whichB.thatC.whatD.as29.Theschoolrulesspecifythatnostudent______leavethecampusduringschoolhourswithoutpermission.A.shallB.willC.mustD.would30.______withtheoldteachingmethods,thenewapproachfocusesmoreonstudent-centeredlearning.A.ComparingB.ComparedC.TocompareD.ComparePartIICloze(20points)Directions:Thereare20blanksinthefollowingpassage.ForeachblanktherearefourchoicesmarkedA,B,C,andD.YoushouldchoosetheONEthatbestfitsintothepassage.Teachingisoftendescribedasaprofessionthatispartartandpartscience.Thescienceofteachinginvolvesunderstandingpedagogicaltheories,childdevelopment,andsubjectmatterexpertise.However,theartofteachingliesintheabilitytoconnectwithstudentsandinspirethemtolearn.Inthecontextofruraleducation,whereresourcesmaybescarceandstudentsmayfacevarioussocioeconomicchallenges,theroleoftheteacherbecomesevenmore__31__.Formanychildreninremotevillages,theteacherisnotjustaninstructorbutawindowtotheoutsideworld.Theybringknowledge,hope,and__32__thatcantransformlives.Apassionateteachercanigniteacuriositythat__33__alifetime.However,beinganeffectiveruraleducatorrequiresmorethanjust__34__knowledge.Itdemandsresilience,creativity,andadeepsenseof__35__.Oneofthebiggestchallengesisthelackofteachingmaterials.Inwell-equippedurbanschools,teachershave__36__tosmartboards,laboratories,andextensivelibraries.Incontrast,ruralteachersoftenhaveto__37__withablackboardandafewtextbooks.Thislimitation,however,canbreedinnovation.Teacherslearntousenatureasasciencelab,folksongsaslanguagetools,andcommunitystoriesashistorylessons.They__38__theenvironmentaroundthemtomakelearningrelevantandengaging.Furthermore,thedisparityindigitalaccessisapressingissue.Astheworldmovestowardsdigitalization,the"digitaldivide"threatenstowidenthegapbetweenurbanandruraleducation.Whilecitystudentsare__39__withtabletsandonlinecourses,ruralstudentsmightstrugglewithunstableinternetconnections.__40__,manydedicatedteachersintheseareasarefindingwaystobridgethisgap.Theyusemobilephonesforeducationalpurposesorcreateofflinecontentthatcanbe__41__withoutconstantinternetaccess.Anothercriticalaspectistheemotionalsupportteachersprovide.Inmanyruralareas,parentsmaybemigrantworkers,leavingchildrenbehindwithgrandparents.These"left-behind"childrenoftensufferfromlonelinessandalackof__42__guidance.Aobservantteachercan__43__theseemotionalneedsandprovidethestabilityandcarethechildrenlackathome.Thisbondoftrustis__44__foreffectivelearningtotakeplace.Ifachildfeelssecureandvalued,theyaremorewillingtotakeacademicrisks.Professionaldevelopmentforruralteachersisalsovital.Oftenworkinginisolation,theymaymissoutonthecollaborativelearningopportunitiesavailableinurbancenters.Therefore,governmentsandeducationalorganizationsmust__45__thatruralteachershaveaccesstotraining,workshops,andprofessionalnetworks.Investinginruralteachersis,inessence,investinginthefutureofthecommunity.Inconclusion,teachinginaruralsettingisademandingyet__46__vocation.Itrequiresacommitmentto__47__barriersandabeliefinthepotentialofeverychild.Theimpactofagoodteacherextendsfar__48__theclassroomwalls.Itshapesthecharacteranddestinyofthenextgeneration.Aswelooktowardsthefutureofeducation,wemustrecognizeand__49__theunsungheroeswhodedicatetheirlivestoilluminatingyoungmindsinthemostremotecornersofthecountry.Theircontributionisthefoundationupon__50__sustainabledevelopmentisbuilt.31.A.significantB.difficultC.impossibleD.simple32.A.ambitionB.equipmentC.fearD.discipline33.A.damagesB.limitsC.lastsD.interrupts34.A.gainingB.acquiringC.learningD.teaching35.A.humorB.dutyC.fatigueD.boredom36.A.accessB.keyC.rightD.limit37.A.playB.dealC.copeD.manage38.A.ignoreB.utilizeC.wasteD.destroy39.A.familiarB.boredC.angryD.unfamiliar40.A.FurthermoreB.ThereforeC.HoweverD.Besides41.A.downloadedB.uploadedC.loadedD.unloaded42.A.parentalB.teacherC.peerD.academic43.A.overlookB.identifyC.createD.ignore44.A.trivialB.optionalC.essentialD.harmful45.A.ensureB.doubtC.suspectD.deny46.A.boringB.frustratingC.rewardingD.tiring47.A.buildingB.maintainingC.overcomingD.strengthening48.A.insideB.withinC.intoD.beyond49.A.criticizeB.celebrateC.blameD.hide50.A.whichB.thatC.whatD.whosePartIIIReadingComprehension(40points)Directions:Thereare4passagesinthispart.Eachpassageisfollowedbysomequestionsorunfinishedstatements.ForeachofthemtherearefourchoicesmarkedA,B,C,andD.Youshoulddecideonthebestchoice.PassageOneNeuroplasticity,thebrain'sabilitytoreorganizeitselfbyformingnewneuralconnectionsthroughoutlife,hasrevolutionizedourunderstandingoflearningandeducation.Contrarytothelong-heldbeliefthatthebrain'sstructureisfixedafteracertainage,wenowknowthatthebrainremainsdynamicandresponsivetoexperience.Thishasprofoundimplicationsforteachers,especiallythoseworkingwithstudentswhohavelearningdifficultiesorthosewhoaretryingtolearnasecondlanguage.Foralongtime,itwasthoughtthatcriticalperiodsforlanguagelearningendedinearlychildhood.However,researchonneuroplasticitysuggeststhatwhilelearningmaybemoredifficultinadulthood,itiscertainlypossible.Thebraincanchangeitsphysicalstructureinresponsetorepeatedmentalactivities.Forinstance,Londontaxidrivers,whomustmemorizethecomplexlayoutofthecity,havebeenfoundtohavealargerhippocampus—theareaofthebrainassociatedwithspatialmemory—thantheaverageperson.Thisdemonstratesthat"practicemakesperfect"isnotjustasayingbutabiologicalreality.Intheclassroom,thismeansthatintelligenceisnotstatic.Studentscanimprovetheircognitiveabilitieswiththerightkindofstimulationandeffort.Teachersplayacrucialroleinthisprocess.Byprovidingchallengingyetachievabletasks,givingconstructivefeedback,andencouragingagrowthmindset—thebeliefthatabilitiescanbedeveloped—educatorscanphysicallyaltertheirstudents'brains.Moreover,neuroplasticityhighlightstheimportanceofemotionalsafetyinlearning.Stresshormoneslikecortisolcanactuallyinhibitthebrain'sabilitytoformnewconnections.Therefore,creatingasupportive,low-stressclassroomenvironmentisnotjustaboutbeingnice;itisabiologicalnecessityforoptimallearning.Whenstudentsareanxiousorfearful,theirbrainsgointo"survivalmode,"shuttingdownthehigher-orderthinkingfunctionsneededforproblem-solvingandcreativity.51.Whatisthemainideaofthepassage?A.Thebrainstopsdevelopingafterchildhood.B.Neuroplasticitychangeshowweviewteachingandlearning.C.Londontaxidrivershavethebestmemories.D.Stressisgoodforthebrain.52.Accordingtothepassage,whyisthediscoveryofneuroplasticityimportantforeducation?A.Itprovesthatonlychildrencanlearnlanguages.B.Itshowsthatintelligenceisfixedatbirth.C.Itsuggeststhatstudentscanimprovetheirabilitiesthrougheffortandpractice.D.Itindicatesthatteachersarenotnecessaryforlearning.53.TheexampleofLondontaxidriversisusedtoshow______.A.thedifficultyofdrivinginLondonB.thesizeofthehippocampusC.howmentalactivitycanchangethebrain'sstructureD.thattaxidriversaresmarterthanaveragepeople54.Whateffectdoesstresshaveonlearningaccordingtothetext?A.Itimprovesmemoryformation.B.Itstimulateshigher-orderthinking.C.Itinhibitstheformationofnewneuralconnections.D.Ithasnoeffectonthebrain.55.WhichofthefollowingisNOTmentionedasaroleoftheteacherinutilizingneuroplasticity?A.Providingchallengingtasks.B.Givingconstructivefeedback.C.Encouragingagrowthmindset.D.Strictlycontrollingstudentbehavior.PassageTwoProject-BasedLearning(PBL)isaninstructionalmethodologythatencouragesstudentstolearnandapplyknowledgeandskillsthroughanengagingexperiencewithinanextendedperiodoftime.Unliketraditionalteacher-centeredmethodswhereinformationisdeliveredpassively,PBLinvolvesstudentsintheactiveexplorationofreal-worldchallengesandproblems.InaPBLclassroom,studentsworkinteamstoinvestigateacomplexquestion,problem,orchallenge.Thisapproachhelpsstudentsdevelopcriticalthinking,collaboration,andcommunicationskills,whichareessentialforthe21st-centuryworkforce.OneofthekeyfeaturesofPBListhe"DrivingQuestion."Thisisanopen-endedquestionthatguidestheentireproject.Itshouldbeintellectuallychallengingandrelatedtotherealworld.Forexample,insteadofaskingstudentstomemorizefactsaboutwaterconservation,adrivingquestionmightbe,"Howcanwereducewaterusageinourschoolby20%?"Thisrequiresstudentstounderstandthescienceofwater,analyzetheschool'scurrentusage,andproposeandimplementrealisticsolutions.CriticsofPBLarguethatitislessefficientthandirectinstructionandthatstudentsmaynotlearnfoundationalfactsasthoroughly.Theyworrythatwithoutastructuredcurriculum,studentsmightmissoutonessentialknowledge.However,proponentsarguethatwhiledirectinstructionisusefulfortransmittinginformation,PBLissuperiorfordeepeningunderstandingandretention.Whenstudentsapplyknowledgeinameaningfulcontext,theyaremorelikelytorememberit.ImplementingPBLrequiresashiftintheteacher'srole.Theteachermovesfrombeingthe"sageonthestage"tothe"guideontheside."Theyfacilitatethelearningprocess,provideresources,andofferscaffoldingwhenstudentsstruggle.Thisdoesnotmeantheteacherispassive;rather,theymustconstantlymonitorprogress,askprobingquestions,andensurethatstudentsaremeetinglearningobjectives.AssessmentinPBLisalsodifferent.Insteadofrelyingsolelyonstandardizedtests,teachersuserubricstoevaluatethefinalproduct,theprocess,andthepresentation.Peerassessmentandself-assessmentarealsocommoncomponents,encouragingstudentstoreflectontheirownlearningandcontributiontotheteam.56.WhatisthedefinitionofProject-BasedLearning(PBL)?A.Amethodwhereteacherslecturefortheentireclass.B.Amethodwherestudentsmemorizetextbooks.C.Aninstructionalmethodwherestudentsactivelyexplorereal-worldchallengesovertime.D.Atechniqueforpassingstandardizedtests.57.Whatisa"DrivingQuestion"inPBL?A.Aquestionaskedbytheteacherduringatest.B.Anopen-ended,real-worldquestionthatguidestheproject.C.Aquestionaboutdrivinglaws.D.Asimplequestionwithayes/noanswer.58.WhydosomecriticsopposePBL?A.Theybelieveitistoodifficultforteachers.B.Theythinkitislessefficientandstudentsmightmissfoundationalfacts.C.Theybelievestudentshavetoomuchfun.D.Theythinkitcoststoomuchmoney.59.Howdoestheteacher'srolechangeinPBL?A.Fromaguidetoalecturer.B.Fromapassiveobservertoanactivedictator.C.Fromthe"sageonthestage"tothe"guideontheside."D.Fromanevaluatortoafriend.60.WhichofthefollowingisacommonassessmentmethodinPBL?A.Onlymultiple-choicequestions.B.Rubricsevaluatingtheproduct,process,andpresentation.C.Oralexamsonly.D.Parentalevaluation.PassageThreeThe"FlippedClassroom"modelisapedagogicalstrategythatreversesthetraditionallearningenvironment.Inatraditionalsetting,studentslistentolecturesinclassanddohomeworkathome.Inaflippedclassroom,instructionalcontentisdeliveredoutsideoftheclassroom,oftenviavideolecturesorreadingmaterials,andthe"homework"isdoneinclasswiththeteacher'ssupport.Thisallowsformoreinteractiveandpersonalizedlearningactivitiesduringclasstime.Theprimarybenefitoftheflippedclassroomisthatitmaximizestheteacher'stimewithstudents.Insteadofspendingtheone-hourclassperiodlecturingtoapassiveaudience,theteachercancirculatetheroom,answeringquestions,clarifyingmisconceptions,andengagingindeeperdiscussions.Studentswhograspthematerialquicklycanmoveontomoreadvancedactivities,whilethosewhoarestrugglingcanreceivetargetedhelp.Thisdifferentiationisdifficulttoachieveinatraditionallecturehall.However,theflippedclassroomreliesheavilyonstudentautonomyandaccesstotechnology.Studentsmustbedisciplinedenoughtowatchthevideosorreadthematerialsbeforecomingtoclass.Iftheycometoclassunprepared,theycannotparticipateeffectivelyintheactivities.Thisisknownasthe"gap"intheflippedclassroommodel.Additionally,thedigitaldividecanbeanissue;notallstudentshavereliableinternetaccessordevicesathometowatchtherequiredvideos.Toaddressthesechallenges,someschoolsoffer"in-classflip"options,wherestudentswatchthevideosonschooldevicesatthebeginningoftheclassbeforestartingtheactivities.OthersprovidevideosonUSBdrivesorDVDsforstudentswithoutinternet.Despitethehurdles,theflippedclassroomhasshownpositiveresultsinmanysubjects,particularlyinmathematicsandthesciences,whereproblem-solvingisbestdonewithguidance.61.WhatisthemaincharacteristicoftheFlippedClassroom?A.Lecturesaregiveninclass,andhomeworkisdoneathome.B.Instructionalcontentisdeliveredathome,and"homework"isdoneinclass.C.Studentsteachtheclass.D.Thereisnohomework.62.Accordingtothepassage,whatisamajoradvantageoftheFlippedClassroom?A.Teacherscanlecturemore.B.Studentshavelesshomework.C.Itallowsformorepersonalizedinteractionanddifferentiationduringclass.D.Iteliminatestheneedfortechnology.63.Whatisthe"gap"mentionedinthetext?A.Thespacebetweendesks.B.Thetimedifferencebetweenthevideoandtheclass.C.Thesituationwherestudentscometoclassunpreparedbecausetheydidn'twatchthevideos.D.Thedifferenceinteachersalaries.64.Howcanschoolssolvetheproblemofthedigitaldivideinaflippedclassroom?A.Bystoppingtheuseofvideos.B.ByprovidingvideosonUSBdrivesorusingin-classflips.C.Byaskingparentstobuycomputers.D.Bygivingextrahomeworktothosewithoutinternet.65.WhichsubjectsbenefitmostfromtheFlippedClassroomaccordingtothetext?A.HistoryandLiterature.B.PhysicalEducation.C.MathematicsandSciences.D.ArtandMusic.PassageFourEmotionalIntelligence(EQ)isdefinedastheabilitytorecognize,understand,andmanageone'sownemotions,aswellastorecognize,understand,andinfluencetheemotionsofothers.Inthefieldofeducation,ateacher'sEQisarguablyjustasimportantastheirIQ.HighEQenablesteacherstonavigatethesocialcomplexitiesoftheclassroom,buildstrongrelationshipswithstudents,andhandlestresseffectively.Classroomsareemotionalenvironments.Studentsbringtheirfears,angers,andjoystoschooleveryday.AteacherwithhighEQcansensetheemotionaltemperatureoftheroomandadjusttheirteachingaccordingly.Forinstance,iftheclassisrestlessafteralunchbreak,ahigh-EQteachermightuseacalmingactivitytorefocustheirattention,ratherthanyellingordemandingsilence.Theyunderstandthatbehaviorisoftenaformofcommunicationandlookfortheunderlyingemotionalcauseofmisbehavior.Furthermore,teacherswithhighEQarebetteratconflictresolution.Disputesbetweenstudentsareinevitable.Ateacherwholacksemotionalintelligencemightsimplypunishtheaggressorwithoutaddressingtherootcause.Incontrast,ateacherwithhighEQwillmediate,helpingstudentsexpresstheirfeelingsandfindamutuallybeneficialsolution.Thisteachesstudentsvaluablesocialskillsandcontributestoapositiveclassroomculture.Empathy,acorecomponentofEQ,iscrucialforconnectingwithstudentsfromdiversebackgrounds.Whenateachercangenuinelyempathizewithastudent'sstruggles,whetheracademicorpersonal,thestudentfeelsseenandsupported.Thisrapportincreasesstudentengagementandmotivation.Researchhasshownthatstudentswhohaveastrong,positiverelationshipwiththeirteachersaremorelikelytosucceedacademicallyandhavebettermentalhealth.DevelopingEQisalifelongprocess.Itinvolvesself-reflection,activelistening,andpracticingpatience.Schoolscansupportteachersbyprovidingprofessionaldevelopmentfocusedonsocial-emotionallearning(SEL).Ultimately,ateacherwhomodelshighemotionalintelligencesetsapowerfulexampleforstudents,teachingthemnotjustacademicsubjects,buthowtobeemotionallyhealthyandresilientindividuals.66.WhatisthedefinitionofEmotionalIntelligence(EQ)?A.Theabilitytoscorehighontests.B.Theabilitytorecognize,understand,andmanageone'sownandothers'emotions.C.Theabilitytoignoreemotions.D.Theabilitytospeakmultiplelanguages.67.Whyisateacher'sEQimportant?A.Ithelpsthemignorestudentproblems.B.Ithelpsthemnavigatesocialcomplexities,buildrelationships,andmanagestress.C.Itallowsthemtolecturefaster.D.Itismoreimportantthanthestudents'grades.68.Howmightahigh-EQteacherhandlearestlessclass?A.Byyellingatthestudents.B.Bygivingthematestimmediately.C.Byusingacalmingactivitytorefocusattention.D.Bysendingeveryonetotheprincipal.69.Whatroledoesempathyplayinteaching?A.Ithelpsteachersgradepapersfaster.B.Itallowsteacherstoconnectwithstudentsandincreaseengagement.C.Itisnotnecessaryforteaching.D.Itonlyhelpswithprimaryschoolstudents.70.HowcanschoolshelpteachersdevelopEQ?A.Bygivingthemhighersalaries.B.Byreducingtheirworkload.C.Byprovidingprofessionaldevelopmentonsocial-emotionallearning.D.Byhiringonlyyoungteachers.PartIVTranslation(20points)SectionADirections:TranslatethefollowingsentencesintoEnglish.71.教育不仅仅是传授知识，更是塑造品格。72.只有当学生积极参与课堂活动时，学习效果才会显著。73.作为一名特岗教师，他致力于改善农村地区的教育条件。74.无论遇到什么困难，我们都应该保持对教育的热情。75.这项研究表明，阅读习惯对语言习得有深远的影响。SectionBDirections:TranslatethefollowingparagraphintoChinese.76.Thephilosophyofeducationinthe21stcenturyisshiftingtowardsamoreholisticapproach.Itisnolongersufficienttofocussolelyonacademicachievement;instead,educatorsmustcultivatethewholechild.Thisincludesfosteringtheirphysical,social,andemotionalwell-beingalongsidetheirintellectualgrowth.Aholisticeducationpreparesstudentsnotjustforexams,butforlife.Itempowersthemtobecomeresponsiblecitizenswhocanadapttoarapidlychangingworld,solvecomplexproblems,andcontributepositivelytotheircommunities.Byintegratingarts,sports,andcommunityserviceintothecurriculum,schoolscanprovideawell-roundedexperiencethatnurturesdiversetalentsandinterests.PartVWriting(20points)Directions:Forthispart,youareallowed30minutestowriteacompositiononthetopicTheRoleofTeachersintheInformationAge.Youshouldwriteatleast120wordsfollowingtheoutlinegivenbelowinChinese.1.信息时代改变了获取知识的方式。2.教师的角色发生了什么变化。3.教师在新时代的重要性。***PartIVocabularyandStructure1.B解析：考查定语从句。先行词是environment，表示地点，且在从句中作状语，因此用关系副词where。2.A解析：考查词性辨析。空格处修饰名词feedback，需要形容词。Constructive意为“建设性的”，符合语境。3.C解析：考查虚拟语气。句型Itisessentialthat...中，从句谓语动词用虚拟语气，即should+动词原形，should可以省略。adapt是动词原形。4.A解析：考查介词短语辨析。Owingto意为“由于”；Inspiteof意为“尽管”；Butfor意为“要不是”；Withregardto意为“关于”。句意表示“因为大雨”，选A。5.A解析：考查非限制性定语从句。逗号后是非限制性定语从句，指代前面的主句Theneweducationalpolicy，在从句中作主语，只能用which。6.B解析：考查倒装句。Notonly位于句首，句子要部分倒装。根据句意和时态，这里表示一般现在时，主语是thestudents，所以用does。7.A解析：考查名词辨析。Combination意为“组合”；Collection意为“收藏”；Connection意为“连接”；Correlation意为“相关性”。句意指独特的天赋组合，选A。8.B解析：考查虚拟语气。If引导的条件句表示与过去事实相反，从句用过去完成时(had+done)。9.B解析：考查非谓语动词。Thevillageschool与fund之间是被动关系，且表示已完成，用过去分词funded作后置定语。10.A解析：考查动词短语。dependon是固定搭配，意为“取决于”。空格后有介词on，故直接填动词depends。11.C解析：考查动词辨析。Translate意为“翻译”；Transfer意为“转移”；Transform意为“转化”；Transmit意为“传输”。句意指将抽象概念转化为具体视觉形式，选C。12.A解析：考查定语从句。Asisoftenthecase是固定用法，意为“情况往往如此”，引导非限制性定语从句。13.B解析：考查动词辨析。Compose常用被动becomposedof；Consistof意为“由...组成”，不用被动；Constitute意为“组成，构成”；Include意为“包含”。句中是主动语态，选B。14.A解析：考查时态。Bythetime引导的时间状语从句（一般现在时），主句表示在将来某时刻之前完成的动作，用将来完成时。15.A解析：考查虚拟语气。demand后接的宾语从句中，谓语动词用虚拟语气(should+动词原形)，should省略。16.A解析：考查主语从句。What引导主语从句，在从句中作主语。That引导主语从句时不作成分，但句意不完整。17.C解析：考查定语从句。atmosphere是先行词，后面是形容词短语conducivetostudying。关系代词在从句中作主语且被省略，或者也可以看作是同位语/补足语结构。此处最标准的是省略了关系代词which/that的定语从句，即whichisconducive...。选项中若没有完整结构，C选项填空处可以是空（即省略），或者题目设计意图是考察省略。若必须选词，此处通常在完形或改错中出现。作为单选，通常选省略结构或关系代词。这里选项C是空，表示省略关系代词和be动词。或者理解为atmosphere(whichis)conduciveto...。18.B解析：考查虚拟语气。wouldrather后接从句时，从句谓语用一般过去时表示对现在或将来的愿望。19.B解析：考查固定搭配。ontheonehand...ontheotherhand...意为“一方面...另一方面...”。20.A解析：考查主谓一致。Thenumberof...作主语时，谓语动词用单数。Anumberof...作主语时，谓语用复数。21.A解析：考查介词短语。insteadof意为“代替，而不是”；despite意为“尽管”；because意为“因为”；unless意为“除非”。22.D解析：考查定语从句。experiment是先行词，从句中conduct是及物动词，缺宾语。可以用that或which，也可以省略。故选D(AandB)。23.A解析：考查倒装句。Hardly位于句首，句子用部分倒装。Hardly...when...结构中，主句用过去完成时。24.A解析：考查名词。Promotion意为“促进，提升”；Promoter意为“发起人”；Promoting是动名词。句意指“扫盲的推广”，选A。25.B解析：考查固定句型。cannotbetoocareful意为“再怎么小心也不为过”。26.D解析：考查定语从句。reason作先行词，在从句中作状语时用why，作主语或宾语时用that或which，或者forwhich。在此句中reason在从句中其实没成分，但习惯上三者常混用，但在语法题中，若从句完整，常用why或that。若严格分析，reason后接why/that/forwhich均可。故选D。27.C解析：考查非谓语动词。Candidates与hire是被动关系，且发生在apply之前，用havingbeenhired或beinghired。Before是介词，接动名词。Beinghired表状态/动作进行，Havingbeenhired表完成。此处指“在被聘用之前”，通常用beinghired。28.B解析：考查定语从句。先行词被最高级修饰，关系代词只能用that。29.A解析：考查情态动词。shall用于第二、三人称时，表示法律、规定、命令或警告。句意指校规规定学生不得离校。30.B解析：考查非谓语动词。Compare与主语Thenewapproach是被动关系，用过去分词Compared。PartIICloze31.A解析：语境逻辑。农村教育面临挑战，教师角色更重要。Significant意为“重要的”。32.A解析：上下文搭配。教师带来知识、希望和抱负。Ambition符合语境。33.C解析：固定搭配。Lastsalifetime意为“持续一生”。34.B解析：语境逻辑。不仅仅是获取知识。Acquiringknowledge搭配合理。35.B解析：语境逻辑。需要责任感。Senseofduty意为“责任感”。36.A解析：固定搭配。Haveaccessto意为“有机会使用/接触”。37.D解析：语境逻辑。只有黑板和书，只能凑合着用。Managewith意