分析 本文主要寫了一個孩子在他繼母的幫助下成長的故事.
解答 61.wealthy 考查形容詞.此處是用形容詞做定語修飾名詞family.
62.saying 考查非謂語.His father 與say之間是主謂關(guān)系,所以用現(xiàn)在分詞做伴隨狀語. 63.To 考查固定搭配.to one's surprise"令某人驚訝的是".
64.kindly 考查副詞.此處是用副詞修飾動詞look at"和藹地看著他".
65.smartest 考查形容詞最高級.根據(jù)前一句"你是世界上最調(diào)皮的孩子,但是也是最聰明和最具有創(chuàng)造性的",此處都用最高級.
66.What 考查名詞性從句.這是一個主語從句,從句中缺少賓語,所以用what來引導.
67.was believed 考查固定句型.Sb is believed to be 是英語的固定句型"人們相信".句意:人們相信他是個壞孩子.
68.a(chǎn)nd 考查連詞.句意:Hill接受了繼母的禮物和期望,決心做得和她期望的一樣好.這里是并列,所以用and.
69.encouragement 考查名詞.冠詞the 后跟名詞.encouragement是名詞"鼓勵". 70.Which 考查定語從句.這是一個非限制性定語從句.先行詞是rules在定語從句中做主語,所以用關(guān)系代詞which.
點評 語法填空是通過語篇在語境中考查語法知識的運用能力,在解題前應快速瀏覽短文掌握大意,在讀懂短文的基礎(chǔ)上,結(jié)合短文提供的特定的語言環(huán)境去逐句分析.要解決好語法填空,離不開堅實的語法知識,有了堅實的語法知識才能對語言進行正確的分析和判斷,從而答對題目.
科目:高中英語 來源: 題型:選擇題
A. | None | B. | No one | C. | No | D. | Not any |
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科目:高中英語 來源: 題型:閱讀理解
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科目:高中英語 來源: 題型:填空題
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科目:高中英語 來源: 題型:信息匹配
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科目:高中英語 來源: 題型:完形填空
41.A.result | B.idea | C.truth | D.reason |
42.A.traditional | B.wealthy | C.developing | D.typical |
43.A.preparations | B.suggestions | C.houses | D.meals |
44.A.began | B.met | C.called | D.left |
45.A.a(chǎn)way | B.a(chǎn)lone | C.a(chǎn)sleep | D.a(chǎn)cross |
46.A.brought up | B.set up | C.set aside | D.gave away |
47.A.necessary | B.enough | C.helpful | D.expensive |
48.A.fame | B.freedom | C.courage | D.caring |
49.A.pretend | B.a(chǎn)gree | C.hesitate | D.intend |
50.A.made sense | B.found out | C.made sure | D.worked out |
51.A.open | B.crowded | C.noisy | D.near |
52.A.spending | B.wasting | C.costing | D.taking |
53.A.a(chǎn)sk for | B.pay for | C.look into | D.carry out |
54.A.completely | B.calmly | C.regularly | D.roughly |
55.A.a(chǎn)dvertise | B.sell | C.deliver | D.lend |
56.A.donates | B.produces | C.designs | D.collects |
57.A.permission | B.direction | C.payment | D.support |
58.A.borrow | B.raise | C.save | D.expect |
59.A.surprised | B.excited | C.a(chǎn)mused | D.tired |
60.A.profit | B.difference | C.decision | D.rule |
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科目:高中英語 來源: 題型:閱讀理解
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科目:高中英語 來源:廣東省揭陽市2017屆高三第二次模擬考試英語試卷 題型:閱讀理解
Despite gains in recent years,women still fall behind men in some areas of math achievement,and the question of why has caused heated argument. Now,a study of first and second graders suggests what may be part of the answer:Female primary school teachers who are concerned about their own skills could be passing that along to the little girls they teach.
Young students tend to model themselves after adults of the same sex,explained Beilock,an associate professor in psychology at the University of Chicago. Little girls may learn to fear math from the women who are their earliest teachers. Beilock and her colleagues studied 52 boys and 65 girls in classes taught by 17 different teachers. Ninety percent of the US primary school teachers are women,as was all of those in this study.
Students’ math ability was not related to teachers’ math anxiety at the start of the school year,but at the end of the year,the more anxious teachers were about their own skills,the more likely their female students—but not the boys—were to agree to that “boys are good at math and girls are good at reading”.In addition,the girls who answered that way scored lower on math tests than either the classes’ boys or the girls who had not developed such a belief,the researchers found.
After seeing the results,the researchers recommended that the math requirements for obtaining a primary education teaching degree should be rethought. “If the next generation of teachers,especially primary school teachers,is going to teach their students more effectively,more care needs to be taken to develop both strong math skills and positive math attitudes in these educators,” the researchers wrote.
“Girls who grow up believing females lack math skills wind up avoiding harder math classes. It keeps girls and women out of a lot of careers,particularly in science technology,” Beilock said.
1.We can learn from the first three paragraphs that ______.
A. teachers in US primary schools are mostly females
B. the students involved in the study are starters at primary school
C. young students usually follow example of their female teachers
D. it’s true that boys do well in math while girls do well in reading
2.We can we infer from the text?
A. Beilock’s study will bring about a primary education revolution.
B. Girls’ lack of confidence in math skills affects their future jobs.
C. The performance of the students changed little during the process of the study.
D. The researchers argued that current primary school education needed improving.
3.What’s the suggested solution to the phenomenon mentioned in the text?
A. Using different approaches to excite students’ interest in math.
B. Reducing the number of situations that make teachers anxious.
C. Creating more chances for boys and girls to work together in class.
D. Improving teachers’ math skills and changing their math attitudes.
4.What’s the main idea of the text?
A. Girls may learn math anxiety from female teachers.
B. Boys are free from the math anxiety of female teachers.
C. Primary school teachers have a far-reaching influence on students.
D. Students should learn how to hold positive attitudes towards math.
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科目:高中英語 來源:遼寧省葫蘆島市2016-2017學年高二下學期期中考試英語試卷 題型:完形填空
My son Joe was born with clubfeet(畸形足). The doctors told us that with treatment he would be able to walk normally ______ would never run very well. The first three years of his life were spent in ______. By the time he was eight, you ______ he had a problem when you saw him walk.
The children in our neighborhood ran around as most children do during play, and Joey would ______ and play, too. We ______ told him that he probably wouldn’t be able to ______ as well as the other children. So he didn’t know.
In seventh grade he decided to go out for the cross country ______. Every day he trained with the team. He worked harder and ran more than any of the others. Perhaps he ______that the abilities that seemed to come ______ to so many others did not come naturally to him. Although the ______ team runs, only the top seven runners have the potential to ______ points for the school. We didn’t tell him he probably would never ______ the team, so he didn’t know.
He ______ to run four to five miles a day, even the day he had a 103 fever. I was ______, so I went to look for him after school. I found him running all alone. I asked him how he felt, “______,” he said.He had two more miles to go. The sweat ______ his face and his eyes were glassy from his fever. Yet he ______ straight ahead and kept running. We never told him he couldn’t run four miles with a 103 degree fever. So he didn’t know.
Two weeks later, the name of the team runners were ______. Joey was number six on the list. Joey had made the team. He was only in seventh while the other six team members were all ______.
We never told him he shouldn’t ______ to make the team. We never told him he couldn’t do it, so he didn’t know. He just did it.
1.A. However B. Or C. But D. though
2.A. attention B. development C. circulation D. treatment
3.A. wouldn’t know B. didn’t imagine C. shouldn’t find D. couldn’t identify
4.A. keep just out B. jump right in C. stand only behind D. sit still away
5.A. never B. generally C. often D. sincerely
6.A. live B. Jump C. Run D. hope
7.A. competition B. class C. game D. team
8.A. meant B. sensed C. showed D. noticed
9.A. eventually B. suddenly C. safely D. naturally
10.A. entire B. same C. other D. all
11.A. score B. collect C. pay D. catch
12.A. join B. enter C. make D. keep
13.A. liked B. continued C. hoped D. aimed
14.A. moved B. excited C. encouraged D. worried
15.A. Never mind B. Okay C. Don’t worry D. Sorry
16.A. ran down B. came from C. dropped off D. came down
17.A. stood B. looked C. faced D. glanced
18.A. made B. called C. designed D. checked
19.A. sixth-graders B. seventh-graders C. eighth-graders D. fifth-graders
20.A. expect B. fight C. avoid D. refuse
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