题目内容

—Where are Maria and Kangkang?

—They _____ England.

A.have been to       B.are away          C.have gone to       D.had been in

 

【答案】

D

【解析】

试题分析:句意:玛利亚和康康在哪儿?——他们已经去了英国。在完成时态中has been to 是已经去过某处,并且已经回来了。has gone to 是已经去了某处,但是到目前为止还没有回来。 has been in 是已经在某处,并且现在还在那里,而且有可能要延续下去。 结合语境可知选D。

考点:完成时态及动词用法

点评:英语中的时态主要是借助于时间状语与上下文语境来进行判断。解答此类题型,首先要注意句子中的时间状语,如果没有则要通过分析上下文,结合语境来判断句子的时态。完成时态中的动词有瞬间动词和持续性动词之分,瞬间动词的过去分词强调的是动作的完成,持续性动词强调的是动作的持续性。现在完成时态中表示一段时间的时间状语不能和瞬间动词连用,持续性动词不能和表示瞬间时间的时间状语连用,需注意区分。

 

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My school is not big but beautiful. There is a garden in the school. There are

many flowers in the garden.  The flowers are colorful-they are all kinds of colours. In the center(中心) of the garden, there is a pool. The fish are swimming in it. They look very happy and free.

There are two teaching buildings around the garden. There are 18 classrooms in it. And there are also many other rooms in it -- music room, reading room, language lab and library.  There are all kinds of books in the library, such as storybooks, cartoon books and magazines. You can read them after class.

The playground is behind the teaching building. We do morning exercises on the playground every day.  On the playground, you can play sports--running, playing basketball and playing badminton.

I like my school very much.

1. How is the school?

A.Big and beautiful.

B.Big but not beautiful.

C.Very beautiful.

D.Not big but beautiful.

2.What colours are the flowers?

A.They are all kinds of colours.

B.They are red, yellow and green.

C.They are beautiful.

D.They are sweet-smelling(香的).

3.Where are the two buildings?

A.They're in the garden.

B.They're behind the school.

C.They're around the garden.

D.They're near the library.

4. When can the students go to the library?

A.After class.                            B.In class.

C.Before class.                           D.After school

5. What is not mentioned(没有被提及) in the text?

A.Students.                             B.Teachers.

C.Sports.                               D.Buildings.

 

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