It was on the shelfwhere I put my shoes that I found my car keys．How careless I was!(put) 题目和参考答案——青夏教育精英家教网—

题目内容

6．It was on the shelfwhere I put my shoes （我放鞋子的地方） that I found my car keys．How careless I was!（put）

分析正是在我放鞋的架子上，我才找到我的车钥匙的，我真是太粗心了！

解答答案：where I put my shoes
分析句子结构可知，本句强调的是地点状语 on the shelf，需要翻译的部分是用来限制修饰名词 the shelf的，故本句应译作定语从句；由于先行词the shelf在从句中作地点状语，所以该从句应使用关系副词where来引导；根据句中使用了一般过去时可知，本句描述的是过去的事情，故答案为：where I put my shoes．

点评做本题时，首先应根据句意判断出，此处应译为由于关系副词where来引导的定语从句；其次根据句子本身的时态，判断出此处动作发生的时间，从而确定出要使用的时态．

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There are some injuries that are common to all types of extreme sports. The following are some of the important things to do to prevent extreme sports injuries. 1. But they can definitely minimize the risk of injuries.

Warm up.

2. They include a combination of cardiovascular(心脏血管的)exercises, strength drills and stretching. Cardiovascular exercises increase body temperature, heart rate and blood circulation, which is required for further movement of the body. Strength drills increase the stamina of the body, while stretching warms up the muscles preparing them for sudden forceful movements. 3. It also plays an important role in boosting the team spirit for a team sport. A warm-up session should last for at least 20 minutes and it can extend up to half an hour.

Avoid overworking.

There are some people who do not exercise their body for the sport on a regular basis and perform a week's task in a day or two. 4. They do not realize the effect of overworking during the performance and keep doing it until they feel extremely tired. Apart from the actual sport, one should also avoid overdoing the warm-up exercises before the activity.

Just as warming up is essential before any rigorous(充满活力的) physical activity, cooling down the body after playing a rigorous sport is also a significant part of physical conditioning. When you are done with your sports session, you can conclude with some walking, jogging or light running. Slight stretching exercises, focusing on specific muscles, will also be useful for cooling down the body.

A. Cool yourself down.

B. Look for a coach to train you.

C. These people are likely to suffer from extreme sport injuries.

D. However, there are no perfect methods which can assure you 100% safety.

E. Along with physical preparation, warming up prepares you mentally to begin a sport.

F. You should also be careful about your clothing selection for warmth and protection.

G. Warm-up exercises are very important before you begin any sports practice.

You’ve probably heard such reports. The number of college students majoring in the humanities (人文学科) is decreasing quickly. The news has caused a flood of high-minded essays criticizing the development as a symbol of American decline.

The bright side is this: The destruction of the humanities by the humanities is, finally, coming to an end. No more will literature, as part of an academic curriculum, put out the light of literature. No longer will the reading of, say, “King Lear” or D.H. Lawrence’s “Women in Love” result in the annoying stuff of multiple-choice quizzes, exam essays and homework assignments.

The discouraging fact is that for every college professor who made Shakespeare or Lawrence come alive for the lucky few, there were countless others who made the reading of literary masterpieces seem like two hours in the dentist’s chair.

The remarkably insignificant fact that, a half-century ago, 14% of the undergraduate population majored in the humanities (mostly in literature, but also in art, philosophy, history, classics and religion) as opposed to 7% today has given rise to serious reflections on the nature and purpose of an education in the liberal arts.

Such reflections always come to the same conclusion: We are told that the lack of a formal education, mostly in literature, leads to numerous harmful personal conditions, such as the inability to think critically, to write clearly, to be curious about other people and places, to engage with great literature after graduation, to recognize truth, beauty and goodness.

These serious anxieties are grand, admirably virtuous and virtuously admirable. They are also a mere fantasy.

The college teaching of literature is a relatively recent phenomenon. Literature did not even become part of the university curriculum until the end of the 19th century. Before that, what came to be called the humanities consisted of learning Greek and Latin, while the Bible was studied in church as the necessary other half of a full education. No one ever thought of teaching novels, stories, poems or plays in a formal course of study. They were part of the leisure of everyday life.

It was only after World War II that the study of literature as a type of wisdom, relevant to actual, contemporary life, put down widespread institutional roots. Soldiers returning home in 1945 longed to make sense of their lives after what they had witnessed and survived. The abundant economy afforded them the opportunity and the time to do so. Majoring in English hit its peak, yet it was this very popularity of literature in the university that spelled its doom, as the academicization of literary art was accelerated.

Literature changed my life long before I began to study it in college. Books took me far from myself into experiences that had nothing to do with my life, yet spoke to my life. But once in the college classroom, this precious, alternate life inside me got thrown back into that dimension of my existence that bored me. Homer, Chekhov and Yeats were reduced to right and wrong answers, clear-cut themes and clever interpretations. If there is anything to worry about, it should be the disappearance of what used to be an important part of every high-school education: the literature survey course, where books were not academically taught but thoroughly introduced—an experience unaffected by stupid commentary and useless testing.

The literary classics are places of quiet, useless stillness in a world that despises (鄙视) any activity that is not profitable or productive. Literature is too sacred to be taught. It needs only to be read.

Soon, if all goes well and literature at last disappears from the undergraduate curriculum—my fingers are crossed—increasing numbers of people will be able to say that reading the literary masterworks of the past outside the college classroom, simply in the course of living, was, in fact, their college classroom.

1.The author mentions “two hours in the dentist’s chair” in Paragraph 3 to indicate that _______.

A. the average literature class in college is two hours long

B. reading literary works is made unbearable by professors

C. it actually does not take long to read the classics of literature

D. college students don’t spend much time on literary masterworks

2.The sharp drop in the number of majors in the humanities _______.

A. has given rise to quite a shock in the intellectual world

B. promises the remarkable destruction of the humanities

C. shows more people read literature outside the classroom

D. has caused the author to reflect on the nature of literary creation

3.Which of the following opinions may the author hold?

A. The disappearance of literature should be strongly applauded.