题目内容
8．不知道你是否介意我们问几个问题？（mind sb/sb's doing）Would you mind us/our asking several questions？．分析 不知道你是否介意我们问几个问题？
解答 答案：Would you mind us/our asking several questions？
解析：根据中文题干及括号内所给英文提示，可知本题考查Would you mind sb/sb's doing sth"你介意某人做某事吗？"这一固定句型．综上，本题答案为：Would you mind us/our asking several questions？
点评 本题考查句子翻译，做此类题目时一定要根据中文及英文题干确定需要翻译的成分，再找出与之对应的英文并考虑各成分是否有形式的改变．
练习册系列答案
相关题目
6．Why do young adult children become independent so much later than they did in 1970，when the average age of independent living was 21？Why have reduced class sizes and increased per-pupil expenditures （花销）not（36）B higher academic achievement levels？Why is the mental health of today's kids so poor when （37）C with that of children in the 1960s and before？Why do today's（38）Abecome defensive when told by teachers that their children have misbehaved in school？
The answer in two words：parental （39）C．Those two words best summarize the（40）A between"old"child raising and new，post-1960s parenting．Then，the overall philosophy was that parents were not to be （41）C involved with their kids．They were available （42）A crisis，but they stood a （an） （43）B distance from their kids and allowed them to experience the benefits of the trial-and-error process．It was the child's （44）C，back then，to keep his or her parents from getting involved．That was （45）B children learned to be responsible and determined．
Today's parents help their kids with almost everything．These are parents who are （46）A when it comes to an understanding of their purpose in their kids，lives．Their involvement leads them to personalize everything that happens to their kids； （47）D，the defensiveness．But given that schools and mental health professionals have been pushing parent involvement for nearly four decades，the confusion and defensiveness are （48）C．
University researchers analyzed three decades of data relating to parent participation in children's academics．Their conclusions （49）A what I've been saying since the 1980s：parental help with homework （50）B a child's academic achievement and is not reflected on standardized tests．
Parents who manage a child's social life interfere with the （51）D of good social skills．Parents who manage a child's after-school activities grow kids who don't know how to （52）C their own free time．Parents who get involved in their kids，（53）B with peers grow kids who don't know how to avoid much less trouble．
These kids have anxieties and fears of all sorts and don't want to leave their （54）A．And their parents，when the time comes，don't know how to （55）D being parents．You can imagine what will become of their future．
The answer in two words：parental （39）C．Those two words best summarize the（40）A between"old"child raising and new，post-1960s parenting．Then，the overall philosophy was that parents were not to be （41）C involved with their kids．They were available （42）A crisis，but they stood a （an） （43）B distance from their kids and allowed them to experience the benefits of the trial-and-error process．It was the child's （44）C，back then，to keep his or her parents from getting involved．That was （45）B children learned to be responsible and determined．
Today's parents help their kids with almost everything．These are parents who are （46）A when it comes to an understanding of their purpose in their kids，lives．Their involvement leads them to personalize everything that happens to their kids； （47）D，the defensiveness．But given that schools and mental health professionals have been pushing parent involvement for nearly four decades，the confusion and defensiveness are （48）C．
University researchers analyzed three decades of data relating to parent participation in children's academics．Their conclusions （49）A what I've been saying since the 1980s：parental help with homework （50）B a child's academic achievement and is not reflected on standardized tests．
Parents who manage a child's social life interfere with the （51）D of good social skills．Parents who manage a child's after-school activities grow kids who don't know how to （52）C their own free time．Parents who get involved in their kids，（53）B with peers grow kids who don't know how to avoid much less trouble．
These kids have anxieties and fears of all sorts and don't want to leave their （54）A．And their parents，when the time comes，don't know how to （55）D being parents．You can imagine what will become of their future．
| 36．A．counted on | B．resulted in | C．touched on | D．taken in |
| 37．A．associated | B．linked | C．compared | D．matched |
| 38．A．parents | B．adolescents | C．psychologists | D．youths |
| 39．A．assistance | B．protection | C．involvement | D．preference |
| 40．A．differences | B．similarities | C．choices | D．relations |
| 41．A．slightly | B．passively | C．highly | D．fairly |
| 42．A．in case of | B．in spite of | C．in view of | D．in fear of |
| 43．A．equal | B．safe | C．long | D．short |
| 44．A．fault | B．turn | C．job | D．attitude |
| 45．A．when | B．how | C．why | D．what |
| 46．A．confused | B．disappointed | C．amazed | D．satisfied |
| 47．A．however | B．still | C．yet | D．thus |
| 48．A．unreasonable | B．changeable | C．understandable | D．avoidable |
| 49．A．confirmed | B．convinced | C．realized | D．reflected |
| 50．A．decides | B．lowers | C．helps | D．stimulates |
| 51．A．appearance | B．performance | C．establishment | D．development |
| 52．A．value | B．devote | C．fill | D．save |
| 53．A．communication | B．conflicts | C．cooperation | D．competitions |
| 54．A．home | B．school | C．career | D．profession |
| 55．A．start | B．ignore | C．consider | D．stop． |
3．I walked through the door of the office building I worked in．Then I realized that I needed some money so I went to the （21）B at the corner of the street．
As I finished and turned to（22）D，I saw a wallet on the counter（柜台）．The wallet was brown and（23）Cthree hundred dollars，a driver's license，and a（24）D card．I didn't know the name on the license，but（25）Ahe was，he was going to be in panic．
I went home with the wallet．In my apartment，I（26）B the online phone book and found no one to（27）Cthe name on the card in the wallet．I really wanted to （28）Bthe man．If it had been my wallet，I would have been sick to my stomach with （29）A．I（30）Cthe bank card and became（31）Din thought．（32）A，a fresh idea flashed through my mind．On the back was the number to his bank．
"Thank you for（33）CWachovia Bank．Can I help you？""I found a wallet at one of your bank machines today and I am trying to find the （34）D．""That's very nice of you，sir．Can you（35）Ame the number on the card please？"I did what I was told and asked，"Can you tell me his phone number？I want to contact him to （36）Ahis wallet．""I'm sorry，sir，but we cannot give out the（37）B information of our customers．""I understand．Can I give you my telephone number？You could call him and tell him who I am．""I can（38）A do that，sir．"
I gave her my contact information and hung up．Two days later，a gentleman found me．He （39）B thought he would see his wallet again．He was so （40）D that he kept saying"thanks"many times．
I smiled all day long．Doing good for others does good for you
As I finished and turned to（22）D，I saw a wallet on the counter（柜台）．The wallet was brown and（23）Cthree hundred dollars，a driver's license，and a（24）D card．I didn't know the name on the license，but（25）Ahe was，he was going to be in panic．
I went home with the wallet．In my apartment，I（26）B the online phone book and found no one to（27）Cthe name on the card in the wallet．I really wanted to （28）Bthe man．If it had been my wallet，I would have been sick to my stomach with （29）A．I（30）Cthe bank card and became（31）Din thought．（32）A，a fresh idea flashed through my mind．On the back was the number to his bank．
"Thank you for（33）CWachovia Bank．Can I help you？""I found a wallet at one of your bank machines today and I am trying to find the （34）D．""That's very nice of you，sir．Can you（35）Ame the number on the card please？"I did what I was told and asked，"Can you tell me his phone number？I want to contact him to （36）Ahis wallet．""I'm sorry，sir，but we cannot give out the（37）B information of our customers．""I understand．Can I give you my telephone number？You could call him and tell him who I am．""I can（38）A do that，sir．"
I gave her my contact information and hung up．Two days later，a gentleman found me．He （39）B thought he would see his wallet again．He was so （40）D that he kept saying"thanks"many times．
I smiled all day long．Doing good for others does good for you
| 21．A．restaurant | B．bank | C．hotel | D．supermarket |
| 22．A．pass | B．inform | C．watch | D．leave |
| 23．A．existed | B．replaced | C．contained | D．gathered |
| 24．A．name | B．identity | C．record | D．bank |
| 25．A．whoever | B．whatever | C．however | D．whichever |
| 26．A．published | B．checked | C．compared | D．reviewed |
| 27．A．need | B．recognize | C．match | D．remember |
| 28．A．blame | B．help | C．follow | D．study |
| 29．A．worry | B．doubt | C．curiosity | D．sadness |
| 30．A．set up | B．gave up | C．picked up | D．put up |
| 31．A．interested | B．confused | C．crazy | D．lost |
| 32．A．Immediately | B．Strangely | C．Generally | D．Recently |
| 33．A．visiting | B．choosing | C．calling | D．trusting |
| 34．A．seller | B．designer | C．winner | D．owner |
| 35．A．give | B．send | C．write | D．suggest |
| 36．A．return | B．gain | C．keep | D．confirm |
| 37．A．enough | B．personal | C．special | D．obvious |
| 38．A．certainly | B．usually | C．luckily | D．simply |
| 39．A．often | B．never | C．seldom | D．once |
| 40．A．nervous | B．curious | C．modest | D．grateful． |
3．One student skipped class and then sent the professor an e-mail（50）Dfor copies of her teaching notes．
Another（51）Cthat she was late for a Monday class because she was recovering from drinking too much at a wild weekend party．
At colleges and universities in the US，e-mail has made professors more approachable（平易近人）．But many say it has made them too accessible，（52）Aboundaries that traditionally kept students at a healthy distance．
These days，professors say，students seem to view them as available（53）Bthe clock，sending a steady stream of informal e-mails．
"The tone that they take in e-mails is pretty astounding（令人吃惊的），"said Michael Kessler，an assistant dean at Georgetown University．"They'll（54）Cyou to help：‘I need to know this．'"
"There's a fine（55）Dbetween meeting their needs and at the same time maintaining a level of legitimacy（正统性）as an （56）Bwho is in charge．"
Christopher Dede，a professor at the Harvard Graduate School of Education，said（57）Ashow that students no longer defer to（听从）their professors，perhaps because they realize that professors'（58）Bcould rapidly become outdated．
"The deference （听从）was driven by the （59）Cthat professors were all-knowing sources of deep knowledge，"Dede said，and that notion has（60）B．
For junior faculty members（全体教师），e-mails bring new tension into their work，some say，as they struggle with how to（61）C．Their job prospects，they realize，may rest in part on（依赖） student evaluations of their accessibility．
College students say e-mail makes（62）Deasier to ask questions and helps them learn．But they seem unaware that what they write in e-mails could have negative effects（63）Athem，said Alexandra Lahav，and associate professor of Law at the University of Connecticut．She recalled an e-mail message from a student saying that he planned to miss class so he could play with his son．Professor Lahav did not respond．
"Such e-mails can have consequences，"she said．"Students don't understand that （64）Dthey say in e-mail can make them seem unprofessional，and could result in a bad recommendation．"
Another（51）Cthat she was late for a Monday class because she was recovering from drinking too much at a wild weekend party．
At colleges and universities in the US，e-mail has made professors more approachable（平易近人）．But many say it has made them too accessible，（52）Aboundaries that traditionally kept students at a healthy distance．
These days，professors say，students seem to view them as available（53）Bthe clock，sending a steady stream of informal e-mails．
"The tone that they take in e-mails is pretty astounding（令人吃惊的），"said Michael Kessler，an assistant dean at Georgetown University．"They'll（54）Cyou to help：‘I need to know this．'"
"There's a fine（55）Dbetween meeting their needs and at the same time maintaining a level of legitimacy（正统性）as an （56）Bwho is in charge．"
Christopher Dede，a professor at the Harvard Graduate School of Education，said（57）Ashow that students no longer defer to（听从）their professors，perhaps because they realize that professors'（58）Bcould rapidly become outdated．
"The deference （听从）was driven by the （59）Cthat professors were all-knowing sources of deep knowledge，"Dede said，and that notion has（60）B．
For junior faculty members（全体教师），e-mails bring new tension into their work，some say，as they struggle with how to（61）C．Their job prospects，they realize，may rest in part on（依赖） student evaluations of their accessibility．
College students say e-mail makes（62）Deasier to ask questions and helps them learn．But they seem unaware that what they write in e-mails could have negative effects（63）Athem，said Alexandra Lahav，and associate professor of Law at the University of Connecticut．She recalled an e-mail message from a student saying that he planned to miss class so he could play with his son．Professor Lahav did not respond．
"Such e-mails can have consequences，"she said．"Students don't understand that （64）Dthey say in e-mail can make them seem unprofessional，and could result in a bad recommendation．"
| 50．A．providing | B．offering | C．supplying | D．asking |
| 51．A．complained | B．argued | C．explained | D．believed |
| 52．A．removing | B．moving | C．putting | D．placing |
| 53．A．about | B．around | C．at | D．from |
| 54．A．control | B．shout | C．order | D．make |
| 55．A．requirement | B．contradiction | C．tension | D．balance |
| 56．A．teacher | B．instructor | C．lecturer | D．professor |
| 57．A．e-mails | B．passages | C．texts | D．books |
| 58．A．technology | B．expertise（专门识） | C．science | D．imagination |
| 59．A．tradition | B．sense | C．notion （观念） | D．meaning |
| 60．A．strengthened | B．weakened | C．reinforced | D．consolidated |
| 61．A．ask | B．question | C．respond | D．request |
| 62．A．him | B．her | C．you | D．it |
| 63．A．on | B．against | C．in | D．about |
| 64．A．this | B．which | C．that | D．what |