--- Any phone call for me?

--- Yes.____ telephoned 10 minutes ago.

A. A Doctor Simpson   B. The certain doctor

C. The Tim Smith    D. A Simpson Doctor

.A


解析:

考不定冠詞的用法�！坝幸粋�(gè)叫Simpson的醫(yī)生來(lái)過(guò)電話(huà)”，是泛指。B、C、D選項(xiàng)都是錯(cuò)誤的，不符合英文習(xí)慣。

練習(xí)冊(cè)系列答案
相關(guān)習(xí)題

科目：高中英語(yǔ) 來(lái)源： 題型：閱讀理解

As I was reading a recent story in Slate on 20-somethings complaining about how the economy was ruining their life plans, I couldn’t help but think the 20-somethings sounded like a bunch of spoiled children who grew up expecting everything to be easy for them. As a 20-something myself, I certainly share their disappointment: my husband and I probably won’t be able to buy a house until we’re in our 40s, and we too are burdened by student loans(貸款). But why should it be any different? Being young persons in America, shouldn’t they take up all of the challenges and opportunities that this country offers?

Consider some of these views shared in the Slate story: Jennifer, 29, owner of a two-bedroom apartment with her husband, worries that she won’t be able to have children for at least a decade because they can’t afford to buy a house yet.

I read that, and I thought, what planet is she living on where you need to own a house in order to have kids? Has she ever visited a developing country, or even downtown areas in this one? Home ownership is a luxury(奢華), not a fertility requirement.

A 26-year-old in the story despairs(絕望) that he can’t afford to get a Ph.D. in literature. Well, that sounds a bit like expressing disappointment that no one will pay you to write poetry on the beach in Thailand for five years.

Yes, it’s sad that these young people feel so lost. But I think the problem is their extremely high expectations, not economic reality. Beth Kobliner, author of Get a Financial Life: Personal Finance in Your Twenties and Thirties, says that she thinks people’s expectations are slowly adjusting, but today’s 20-somethings grew up at a time when everyone’s wealth appeared to be expanding. Their parents probably saw their home values rise along with their investments. “So you have people who have grown up in an environment where people had great expectations of what living well means,” says Kobliner.

This recession(衰退) will certainly play a role in forcing those expectations into more realistic group. In the meantime, it seems a lot better for our mental health to focus on being grateful－for our one-bedroom apartments, for living in modern cities, or perhaps just for being able to eat three meals a day－than on longing for some kind of luxury life.

41．What makes the author think the 20-somethings sound like a bunch of spoiled children?

A．They expect everything to be easy for them.

B．They complain that the economy is spoiling their life plans.

C．They are reluctant to face all of the challenges.

D．They are burdened by student loans.

42．The underlined word “fertility” in Paragraph 3 probably means        .

A．baby production                                         B．pleasant

C．baby comfort                                             D．essential

43．Which of the following is not one of the complaints of the 20-somethings?

A．They can’t have children for at least a decade to buy a house.

B．They have only one-bedroom apartment to live in.

C．They can’t buy a house until 40 because of student loans.

D．They despair at not being able to afford a Ph.D. in literature.

44．What’s the author’s attitude towards the 20-somthings with high expectation in Paragraph 5?

A．Intolerant.

B．Negative.

C．Unbelieving.

D．Understanding.

45．What is the best title for this passage?

A．How Young People Afford to Continue Their Study

B．Why Young People Can’t Afford to Buy a House

C．When Young People’s High Hopes Create Despair

D．What the 20-somethings’ High Expectations Are

查看答案和解析>>

科目：高中英語(yǔ) 來(lái)源： 題型：閱讀理解

The literal meaning of philosophy is “l(fā)ove of wisdom”. But this meaning does not tell us very much. Unlike the other disciplines, philosophy cannot be defined by what you study, because it si actually unlimited. Anything can be the subject matter of philosophy: are, history, law, language, literature, mathematics, and in fact, the other academic disciplines are directly related to philosophy. For this reason you get a Doctorate（博士學(xué)位）of Philosophy (Ph. D. ) in biochemistry, or computer science, or psychology

  Two broad sub-fields of philosophy are logic and the history of philosophy. Logic is the science of argument and critical thinking. It provides sound methods for distinguishing good from bad reasonign. The history of philosophy involves the study of major philosophers and periods in the development of philosophy.  

  Of what use is philosophy? First it is useful in educational advancement. It is necessary for understanding other disciplines. Only philosophy questions the nature of the concepts used in a discipline, and its relation to other disciplines. And through the study of philosophy, one develops sound methods of research and analysis that can be applied to any field.

  There are a number of general uses of philosophy. It strengthens one’s ability to solve problems, to communicate, to organize ideas and issues, to persuade, and to take what is the most important from a large quantity of data. These general uses are of great benefit in the career field, not necessarily for obtaining one’s first job after graduation, but for preparing for positions of responsibility, management  and leadership later on. It is very short-sighted after all, to take a course of studies only for the purpose of getting one’s first job. The useful skills developed through the study of philosophy have significant long-term benefits in career advancement. No other discipline systematically follows the ideals of wisdom, leadership, and capacity to resolve human conflict

According to paragraph 1, philosophy can best be described as the study of        .

A. social sciences                            B. natural sciences

C. both social and natural sciences               D. the subject matter of politics

What does “discipline” mean in the first paragraph?

A. subject              B. science              C. literature           D. occupation

With the study of philosophy, you can        .

A. become a great leader    

B. succeed in everything

C. find a good job soon after graduation

D. make progress in your career development

According to the passage, which of the following statements is TRUE?

  A. Philosophy is an independent discipline.

B. Logic helps you to become a better thinker.

C. The study of philosophy brings you immediate benefits.

D. The meaning of philosophy is too limited to define.

From the passage, we can conclude        .

  A. not all the subjects have to do with philosophy

B. a person will get a Ph. D. if he/she studies philosophy

C. philosophy can be helpful for the study of any other subjects

D. philosophy is the only solution to all the problems in the world

查看答案和解析>>

科目：高中英語(yǔ) 來(lái)源：2012-2013學(xué)年廣東省汕頭市金山中學(xué)高二上學(xué)期期末考試英語(yǔ)試卷（帶解析） 題型：閱讀理解

Franz Kafka wrote that “A book must be the ax(斧子)for the frozen sea inside us.” I once shared this sentence with a class of seventh graders, and it didn’t seem to require any explanation.
We’d just finished John Steinbeck’s novel Of Mice and Men. When we read the end together out loud in class, my toughest boy, a star basketball player, wept a little, and so did I. “Are you crying?” one girl asked, as she got out of her chair to take a closer look. “I am,” I told her, “and the funny thing is I’ve read it many times.”
But they understood. When George shoots Lennie, the tragedy is that we realize it was always going to happen. In my 14 years of teaching in a New York City public middle school, I’ve taught kids with imprisoned parents, abusive parents, irresponsible parents; kids who are parents themselves; kids who are homeless; kids who grew up in violent neighborhoods. They understand, more than I ever will, the novel’s terrible logic—the giving way of dreams to fate (命運(yùn)).
For the last seven years, I have worked as a reading enrichment teacher, reading classic works of literature(文學(xué)) with small groups of students from grades six to eight. I originally proposed this idea to my headmaster after learning that a former excellent student of mine had transferred out of a selective high school—one that often attracts the literary-minded (有文學(xué)頭腦的) children of Manhattan’s upper classes—into a less competitive school. The daughter of immigrants (移民), with a father in prison, she perhaps felt uncomfortable with her new classmates. I thought additional “cultural capital” could help students like her develop better in high school, where they would unavoidably meet, perhaps for the first time, students who came from homes lined with bookshelves, whose parents had earned Ph.D.’s.
Along with Of Mice and Men, my groups read: Sounder, The Red Pony, Lord of the Flies, Romeo and Juliet and Macbeth. The students didn’t always read from the expected point of view. About The Red Pony, one student said, “it's about being a man, it’s about manliness (男子氣概).” I had never before seen the parallels between Scarface and Macbeth, nor had I heard Lady Macbeth’s soliloquies (獨(dú)白) read as raps, but both made sense; the interpretations were playful, but serious. Once introduced to Steinbeck’s writing, one boy went on to read The Grapes of Wrath and told me repeatedly how amazing it was that “all these people hate each other, and they’re all white.” His historical view was broadening, his sense of his own country deepening. Year after year, former students visited and told me how prepared they had felt in their first year in college as a result of the classes.
Year after year, however, we are increasing the number of practice tests. We are trying to teach students to read increasingly complex texts, not for emotional punch (碰撞) but for text complexity. Yet, we cannot enrich the minds of our students by testing them on texts that ignore their hearts. We are teaching them that words do not amaze but confuse. We may succeed in raising test scores, but we will fail to teach them that reading can be transformative and that it belongs to them.
【小題1】The underlined words in Paragraph 1 probably mean that a book helps to________.

A．realize our dreams
B．give support to our life
C．smooth away difficulties
D．a(chǎn)wake our emotions
【小題2】Why were the students able to understand the novel Of Mice and Men?
A．Because they spent much time reading it.
B．Because they had read the novel before.
C．Because they came from a public school.
D．Because they had similar life experiences.
【小題3】The girl left the selective high school possibly because ________.
A．she was a literary-minded girl
B．her parents were immigrants
C．she couldn’t fit in with her class
D．her father was then in prison
【小題4】To the author’s surprise, the students read the novels ________.
A．creativelyB．passively C．repeatedlyD．carelessly
【小題5】The author writes the passage mainly to ________.
A．introduce classic works of literature
B．a(chǎn)dvocate teaching literature to touch the heart
C．a(chǎn)rgue for equality among high school students
D．defend the current testing system

查看答案和解析>>

科目：高中英語(yǔ) 來(lái)源：2012-2013學(xué)年四川省成都七中高一下學(xué)期期中考試英語(yǔ)試卷（帶解析） 題型：閱讀理解

Franz Kafka wrote that “a book must be the ax (斧子) for the frozen sea inside us. ”I once shared this sentence with a class of seventh graders, and it didn’t seem to require any explanation.
We’d just finished John Steinbeck’s novel Of Mice and Men. When we read the end together out loud in class, my toughest boy, a star basketball player, wept a little, and so did I. “Are you crying?” one girl asked, as she got out of her chair to take a closer look. “I am,” I told her, “and the funny thing is I’ve read it many times.”
But they understood. When George shoots Lennie, the tragedy is that we realize it was always going to happen. In my 14 years of teaching in a New York City public middle school, I’ve taught kids with imprisoned parents, abusive parents, irresponsible parents; kids who are parents themselves; kids who are homeless; kids who grew up in violent neighborhoods. They understand, more than I ever will, the novel’s terrible logic—the giving way of dreams to fate (命運(yùn)).
For the last seven years, I have worked as a reading enrichment teacher, reading classic works of literature with small groups of students from grades six to eight. I originally proposed this idea to my headmaster after learning that a former excellent student of mine had transferred out of a selective high school—one that often attracts the literary-minded children of Manhattan’s upper classes—into a less competitive setting. The daughter of immigrants, with a father in prison, she perhaps felt uncomfortable with her new classmates. I thought additional “cultural capital” could help students like her develop better in high school, where they would unavoidably meet, perhaps for the first time, students who came from homes lined with bookshelves, whose parents had earned Ph. Ds.
Along with Of Mice and Men, my groups read: Sounder, The Red Pony, Lord of the Flies, Romeo and Juliet and Macbeth. The students didn’t always read from the expected point of view.   About The Red Pony, one student said, “it’s about being a man, it’s about manliness.”I had never before seen the parallels between Scarface and Macbeth, nor had I heard Lady Macbeth’s soliloquies (獨(dú)白) read as raps (說(shuō)唱), but both made sense; The interpretations were playful, but serious. Once introduced to Steinbeck’s writing, one boy went on to read The Grapes of Wrath and told me repeatedly how amazing it was that “all these people hate each other, and they’re all white.” His historical view was broadening, his sense of his own country deepening. Year after year, former students visited and told me how prepared they had felt in their first year in college as a result of the classes.
Year after year, however, we are increasing the number of practice tests. We are trying to teach students to read increasingly complex texts, not for emotional punch (碰撞) but for text complexity. Yet, we cannot enrich (充實(shí)) the minds of our students by testing them on texts that ignore their hearts. We are teaching them that words do not amaze but confuse. We may succeed in raising test scores, but we will fail to teach them that reading can be transformative and that it belongs to them.
【小題1】The underlined words in Paragraph 1 probably mean that a book helps to __________.

A．realize our dreamsB．give support to our life
C．smooth away difficultiesD．a(chǎn)wake our emotions
【小題2】Why were the students able to understand the novel Of Mice and Men?
A．Because they spent much time reading it.
B．Because they had read the novel before.
C．Because they came from a public school.
D．Because they had similar life experiences.
【小題3】The girl left the selective high school possibly because__________.
A．she was a literary-minded girlB．her parents were immigrants
C．she couldn’t fit in with her classD．her father was then in prison
【小題4】To the author’s surprise, the students read the novels__________.
A．creativelyB．passivelyC．repeatedlyD．carelessly
【小題5】The author writes the passage mainly to__________.
A．introduce classic works of literature
B．a(chǎn)dvocate(倡導(dǎo)) teaching literature to touch the heart
C．a(chǎn)rgue for equality among high school students
D．defend the current testing system

查看答案和解析>>

科目：高中英語(yǔ) 來(lái)源：2014屆廣東省汕頭市高二上學(xué)期期末考試英語(yǔ)試卷（解析版） 題型：閱讀理解

Franz Kafka wrote that “A book must be the ax(斧子)for the frozen sea inside us.” I once shared this sentence with a class of seventh graders, and it didn’t seem to require any explanation.

We’d just finished John Steinbeck’s novel Of Mice and Men. When we read the end together out loud in class, my toughest boy, a star basketball player, wept a little, and so did I. “Are you crying?” one girl asked, as she got out of her chair to take a closer look. “I am,” I told her, “and the funny thing is I’ve read it many times.”

But they understood. When George shoots Lennie, the tragedy is that we realize it was always going to happen. In my 14 years of teaching in a New York City public middle school, I’ve taught kids with imprisoned parents, abusive parents, irresponsible parents; kids who are parents themselves; kids who are homeless; kids who grew up in violent neighborhoods. They understand, more than I ever will, the novel’s terrible logic—the giving way of dreams to fate (命運(yùn)).

For the last seven years, I have worked as a reading enrichment teacher, reading classic works of literature(文學(xué)) with small groups of students from grades six to eight. I originally proposed this idea to my headmaster after learning that a former excellent student of mine had transferred out of a selective high school—one that often attracts the literary-minded (有文學(xué)頭腦的) children of Manhattan’s upper classes—into a less competitive school. The daughter of immigrants (移民), with a father in prison, she perhaps felt uncomfortable with her new classmates. I thought additional “cultural capital” could help students like her develop better in high school, where they would unavoidably meet, perhaps for the first time, students who came from homes lined with bookshelves, whose parents had earned Ph.D.’s.

Along with Of Mice and Men, my groups read: Sounder, The Red Pony, Lord of the Flies, Romeo and Juliet and Macbeth. The students didn’t always read from the expected point of view. About The Red Pony, one student said, “it's about being a man, it’s about manliness (男子氣概).” I had never before seen the parallels between Scarface and Macbeth, nor had I heard Lady Macbeth’s soliloquies (獨(dú)白) read as raps, but both made sense; the interpretations were playful, but serious. Once introduced to Steinbeck’s writing, one boy went on to read The Grapes of Wrath and told me repeatedly how amazing it was that “all these people hate each other, and they’re all white.” His historical view was broadening, his sense of his own country deepening. Year after year, former students visited and told me how prepared they had felt in their first year in college as a result of the classes.

Year after year, however, we are increasing the number of practice tests. We are trying to teach students to read increasingly complex texts, not for emotional punch (碰撞) but for text complexity. Yet, we cannot enrich the minds of our students by testing them on texts that ignore their hearts. We are teaching them that words do not amaze but confuse. We may succeed in raising test scores, but we will fail to teach them that reading can be transformative and that it belongs to them.

1.The underlined words in Paragraph 1 probably mean that a book helps to________.

A．realize our dreams

B．give support to our life

C．smooth away difficulties

D．a(chǎn)wake our emotions

2.Why were the students able to understand the novel Of Mice and Men?

A．Because they spent much time reading it.

B．Because they had read the novel before.

C．Because they came from a public school.

D．Because they had similar life experiences.

3.The girl left the selective high school possibly because ________.

A．she was a literary-minded girl

B．her parents were immigrants

C．she couldn’t fit in with her class

D．her father was then in prison

4.To the author’s surprise, the students read the novels ________.

A．creatively         B．passively          C．repeatedly        D．carelessly

5.The author writes the passage mainly to ________.

A．introduce classic works of literature

B．a(chǎn)dvocate teaching literature to touch the heart

C．a(chǎn)rgue for equality among high school students

D．defend the current testing system

 

查看答案和解析>>

同步練習(xí)冊(cè)答案