A. | what,how | B. | what,what | C. | that; that | D. | which; how |
分析 生活的百分之十是事件本身,另有百分之九十在于你如何回應它.
解答 答案A. 分析句子結(jié)構(gòu)可知,第一空引導表語從句,從句‘happens to you'中缺少主語又不指代人,因此應用連接代詞‘what'來引導,相當于‘the thing that';第二空也引導表語從句,從句‘you respond to it'中成分齊全,根據(jù)句意"有百分之九十在于你如何回應它"可知,應用連接副詞‘how'作方式狀語.故A項正確.
點評 本題考查名詞性從句.解答此類題目首先要讀懂句意和分析句子結(jié)構(gòu),其次判斷是名詞性從句中的哪一種從句,然后再分析從句中的成分,如果從句中缺成分且不指代人時一般用what.
科目:高中英語 來源:2016-2017學年福建省高一下學期期中考試英語試卷(解析版) 題型:閱讀理解
Rosie Dutton, a teacher from Relax Kids in Tamworth, UK, used two apples to show her students the often unseen but harmful effects of school bullying(校園欺凌). She posted the lesson on Facebook, where it's been shared more than 160,000 times.
Rosie Dutton explained that during one of her classes she presented the children with two red apples. What the kids didn’t know was that before the lesson, she had repeatedly dropped one of the apples on the floor. And yet, on the outside at least, both apples looked perfect.
“I picked up the apple I’d dropped on the floor and started to tell the children how I disliked this apple,” Dutton wrote. “I told them that because I didn't like it, I didn't want them to like it either, so they should call it names too.”Some of the children looked at her as if she were “crazy”, but the students passed the apple around the circle, calling it names.
Continuing the exercise, the teacher then passed the second apple around the circle. This apple, however, was showered with words like: “Your skin is beautiful,” and “ what a beautiful colour you have.”
Dutton then showed the students both apples once again, stressing that “there was no change, and both apples still looked the same.”
Finally, Dutton cut both apples open. The apple that the class treated kindly looked fresh inside. But the other apple—the one they’d treated poorly —was bruised(瘀傷的) beneath its skin.
“I think there was a light bulb moment for the children immediately,” Dutton said. “When people are bullied, especially children, they feel horrible inside and sometimes don’t show or tell others how they are feeling. If we hadn’t have cut that apple open, we would never have known how much pain we had caused it.”
Dutton explained how important it is to teach children to stand up for one another, and to stop any form of bullying.
“Let’s create a generation of kind caring children,” the teacher wrote. “The tongue has no bones, but is strong enough to break a heart. So be careful with your words.”
1.What had the teacher done to the first apple before the lesson?
A. She had introduced it to the kids.
B. She had coloured it brightly.
C. She had made it look perfect.
D. She had damaged it purposely.
2.What does the underlined part “calling it names” (Para. 3) mean?
A. Shouting at it. B. Making fun of it.
C. Cheering for it. D. Saying rude things.
3.What did the teacher tell the kids to do with the second apple?
A. Drop it. B. Praise it.
C. Ignore it. D. Respect it.
4.What’s the purpose of the teacher’s using two apples in class?
A. To draw the kids’ attention.
B. To explain her personal preferences.
C. To help the kids understand the results of bullying.
D. To make a comparison between them.
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A. | had seen | B. | would see | C. | was seeing | D. | has seen |
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41.A.worried | B.sorry | C.happy | D.grateful |
42.A.make | B.pass | C.win | D.like |
43.A.knocked | B.looked | C.sank | D.got |
44.A.house | B.church | C.hospital | D.university |
45.A.a(chǎn)nxiously | B.lovingly | C.patiently | D.a(chǎn)ngrily |
46.A.donate | B.move | C.show | D.lend |
47.A.a(chǎn)ffect | B.help | C.protect | D.impress |
48.A.for | B.a(chǎn)nd | C.so | D.but |
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50.A.toys | B.clothes | C.belongings | D.letters |
51.A.long | B.smooth | C.difficult | D.dangerous |
52.A.empty | B.familiar | C.big | D.old |
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54.A.put | B.sent | C.cried | D.buried |
55.A.wrote | B.spoke | C.slept | D.a(chǎn)woke |
56.A.understand | B.forgive | C.leave | D.miss |
57.A.with | B.a(chǎn)round | C.on | D.in |
58.A.save | B.host | C.visit | D.a(chǎn)dopt |
59.A.lost | B.gone | C.cured | D.spotted |
60.A.depression | B.sadness | C.pain | D.stress |
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A. | would have been | B. | would be | C. | is | D. | will be |
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A. | expression | B. | expectation | C. | reputation | D. | impression |
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