题目内容

She as well as her mother ______ English in a middle school.

  A. teach            B. to teach         C. teaching        D. teaches  

D

解析：本题考察主谓一致。 词组as well as 不同于and ,句子的谓语应和主语she保持一致。

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　　Wang Nan and her table tennis teammate Zhang Yining reached top on May 26, in Paris．　　1　　 each other down on opposite sides of the table, the two 　　2　　 for the women’s singles title of the 47th World Table Tennis Championships．Finally, with a last 　　3　　 in the seventh set, Wang took the gold medal and her 　　4　　 in history with three world records 　　5　　 table tennis．

　　After competitions, people all thought 　　6　　 of what Wang won and Chinese players won, “The rule change has 　　7　　 our performances, but it is not a big problem, 　　8　　 was shown by what we’ve achieved,” Li Furong said．

　　Wang set world table tennis records in women’s singles, women’s doubles and mixed doubles．She is 　　9　　 the first Chinese player to 　　10　　 gold for women’s singles in the fields．The 25-year-old champion is 　　11　　 to table tennis fans throughout the world 　　12　　 the only player ever to win all 12 international table tennis championships for 　　13　　．Now, she has 14 gold medals 　　14　　 international competitions in her medal list．

　　Wang started playing table tennis when she was seven．After 14 years of training and 　　15　　, she ranked top seed in the world in 1999, and 　　16　　 her throne(王座)for three years．But, at last year’s Asian Games, Wang met her Waterloo, 　　17　　 take gold and later falling into a slump．Wang was at a crossroad．“I had thought of retiring from the national team 　　18　　, but at last, I chose to stay, ” said she．

　　When 　　19　　 who are her three main rivals, Wang answered, “The first is myself, the second is the whole world, 　　20　　 the third is the player who I have yet to meet．”

(1)
[　　]

A．

Staring

B．

Pulling

C．

Cutting

D．

Calm

(2)
[　　]

A．

hunted

B．

looked

C．

battled

D．

stood

(3)
[　　]

A．

turn

B．

sweep

C．

shooting

D．

rank

(4)
[　　]

A．

place

B．

sit

C．

seat

D．

stay

(5)
[　　]

A．

to

B．

on

C．

in

D．

at

(6)
[　　]

A．

high

B．

highly

C．

low

D．

lowly

(7)
[　　]

A．

effected

B．

ended up with

C．

affected

D．

resulted from

(8)
[　　]

A．

that

B．

which

C．

where

D．

when

(9)
[　　]

A．

also

B．

too

C．

wel

D．

so

(10)
[　　]

A．

make

B．

get

C．

win

D．

take

(11)
[　　]

A．

said

B．

reported

C．

known

D．

understood

(12)
[　　]

A．

when

B．

while

C．

because

D．

as

(13)
[　　]

A．

woman

B．

man

C．

adult

D．

old

(14)
[　　]

A．

at

B．

in

C．

from

D．

of

(15)
[　　]

A．

running

B．

beating

C．

competing

D．

joining

(16)
[　　]

A．

took

B．

gave

C．

got

D．

kept

(17)
[　　]

A．

failing in

B．

failed in

C．

failing to

D．

failed to

(18)
[　　]

A．

at that time

B．

from time to time

C．

all the time

D．

at the same time

(19)
[　　]

A．

answering

B．

answered

C．

asking

D．

asked

(20)
[　　]

A．

but

B．

and

C．

so

D．

then

In spite of our efforts，we seemed to be getting no closer to Mary as the cold，boring March days dragged by. Even my faith was wearing thin. My heart ached so desperately， wanting this child with autism (自闭症) to come alive and be aware of the beauty， the wonder and the fun even if she had the pain of living without her mother.

Then on a late March day，one of the boys excitedly reported a robin (知更鸟) in the schoolyard. We flocked to the window to see it. "Spring's here!" the children cried. "Let's make a flower border for the room!"

Why not? I thought. Anything to lift our spir­its. This time the papers we selected were beautiful pastel (颜料) colors，with brown strips to weave in­to baskets. I showed the children how to weave the baskets and how to fashion all the flowers we wel­come in early spring. I placed the beautifully colored papers on her desk and encouraged her to try. Then I left the children to do their own creating，and I spent， the next half-hour sorting strips of paper at the back of the room.

Suddenly，Kristie came hurrying to me，her face red. “Come and see Mary’s basket,” she cried. “It’s so pretty! You’ll never believe it!” I caught my breath at its beauty. “Mary,” I said .“This is beautiful. How did you ever manage?” She looked at me with the shining eyes of any normal little girl. “My mother loved flowers,” she said simply. “She had all of these growing in our garden. ”

We fastened her basket in the very center of the border at the front of the room. It remained there until school ended in June. On the last day，Mary held it carefully as she carried it out the door. Then she came running back, pulled a paper crocus (番红花) from her basket and handed it to me. "This is for you," she said， and she gave me a hug.

I've kept the crocus in my desk ever since-just to remind me of Mary and of the enduring power of love and faith.

66.What can we learn about the writer from the first paragraph?

A.She didn't want to get close to Mary.

B.She thought Mary should leave the school.

C.She considered that she had tried her best.

D.She was concerned about Mary.

67.The writer had the children weave baskets to____.

A.make them help Mary

B.develop their creativity

C.have a coffee break

D.talk to Mary about her condition

68.From Kristie's red face. we know she was ____.

A.angry             B.frightened                  C.depressed                 D.excited

69.What can we infer from the underlined sentence in the fourth paragraph?

A.Mary was seriously sick.                                   B.Mary wanted to please the writer.

C.Mary recovered from illness.                      D.Mary was treated badly.

70.Which of the following is the best title for the passage?

A.A miracle has occurred                              B.How lonely a girl will be

C.Why such a lovely girl is sick with autism    D.A great teacher and her students

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