Betty’s English is than in the class. A. much better; anyone else B. far better; anyone else’s C. a lot better; anyone’s else D. a great deal better; anyone’s else’s 题目和参考答案——青夏教育精英家教网—

题目内容

Betty’s English is _______ than _______ in the class.

　 A. much better; anyone else 　 B. far better; anyone else’s

　 C. a lot better; anyone’s else 　 D. a great deal better; anyone’s else’s

解析:

本题主要考查"疑问词/不定代词+else?s"这一所有格形式,顺便考查修饰比较级的词或短语,选项中的much, far, a lot, a great deal修饰比较级时,都是"多"的意思,而even, still修饰比较级时则表示"更"的意思。

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It was the summer of 1965. Deluca, then 17, visited Peter Buck, a family friend. Buck asked Deluca about his plan for the future. “I’m going to college, but I need a way to pay for it,” Deluca recalls saying. “Buck said, ‘you should open a sandwich shop.’ ”

That afternoon, they agreed to be partners. And they set a goal: to open 32 stores in ten years. After doing some research, Buck wrote a check for $ 1,000. Deluca rented a storefront (店面) in Connecticut, and when they couldn’t cover their start-up costs, Buck kicked in another $1,000.

But business didn’t go smoothly as they expected. Deluca says, “After six months, we were doing poorly, but we didn’t know how badly, because we didn’t have any financial controls.” All he and Buck knew was that their sales were lower than their costs.

Deluca was managing the store and to the University of Bridgeport at the same time. Buck was working at his day job as a nuclear physicist in New York. They’d meet Monday evenings and brainstorm ideas for keeping the business running. “We convinced ourselves to open a second store. We figured we could tell the public, ‘ We are so successful, we are opening a second store.’” And they did — in the spring of 1966. Still, it was a lot of learning by trial and error.

But the partners’ learn-as-you-go approach turned out to be their greatest strength. Every Friday, Deluca would drive around and hand-deliver the checks to pay their supplies. “It probably took me two and a half hours and it wasn’t necessary but as a result, the suppliers got to know me very well, and the personal relationships established really helped out,” Deluca says.

And having a goal was also important. “There are so many problems that can get you down. You just have to keep working toward your goal,” Deluca adds.

Deluca ended up founding Subways Sandwich, the multimillion-dollar restaurant chain.

67. Deluca opened the first sandwich shop in order to ________.

A. support his family B. pay for his college education

C. help his partner expand business D. do some research

68. Which of the following is true of Buck?

A. He put money into the sandwich business.

B. He was a professor of business as ministration.

C. He was studying at the University of Bridgeport.

D. He rented a storefront for Deluca.

69. What can we learn about their first shop?

A. It stood at an unfavorable place.

B. It lowered the prices to poor management.

C. It made no profits due to poor management.

D. It lacked control over the quality of sandwich.

70. They decided to open a second store because they _________.

A. had enough money to do it

B. had succeeded in their business

C. wished to meet the increasing demand of customers

D. wanted to make believe that they were successful

71. What contributes most do their success according to the author?

A. Learning by trial and error. B. Making friends with supplies.

C. Finding a good partner. D. Opening chain stores.

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Typing Success in 20 Minutes a Day

— Teaching Your K-12 Students to Type in 20 Minutes a Day

Typing is fast becoming an important skill in our world. Making this skill available to your students is very important. Just 20 minutes of the following activities per day will give your students the finger strength and keyboard knowledge they need to be ready to include typing in their learning programs.

Step 1 Knitting (编织): You can try various styles until you find the one that best suits your students’ abilities. Finger knitting is a great way to start! It helps students focus on finger strength. Knitting with needles is a little more challenging but will suit some older students. The more practice the fingers get the stronger they will become.

Step 2 Key board games: It helps your students become familiar with the keyboard. Students as young as four years old can practice finger placement, letter sounds and names using the keyboard of computers.

Step 3 Clay modeling: Many children develop the ability to be quick and skilful with their hands through creating clay models. The creative nature of this activity keeps children engaged for long periods of time. It helps keep fingers strong and supple.

Step 4 Lego (拼装玩具) building: Little fingers become strong when children pull apart little Lego time and time again. Because of the fun nature of this activity it helps build and does a lot to reinforce the ability to arrange things into an order — another important aspect in typing.

Choose an age-appropriate, interactive and engaging typing program. All students are different and with firm finger skills typing can be easily learned in 20 minutes a day with the use of a mixture of these different approaches.

All the following steps can make one’s fingers stronger EXCEPT ____.

A. Step4 B. Step3 C. Step2 D. Step1

The underlined word “it” in Step 4 refers to ____.

A. little Lego

B. the fun nature

C. the strength of fingers

D. Lego building

What can be inferred from the last paragraph?

A. Activities listed in the text suit students of all ages.

B. Different students have different results after following the activities listed.

C. Only one activity can be used in a typing program for specific students.

D. Firm finger skills are important for learning to type.

In American schools, computers have done many of the jobs that teachers used to do. Computers ask students questions. If the students give the right answer, the computer will say “Wonderful!” Some computers even read stories aloud to students. Students can do experiments on their computers and can do homework on floppy disks（软盘）.

Both students and teachers are crazy about computers. “With computers, students get help quickly,” said one teacher. “But if the students don’t have computers, they must wait for me to walk around and get to them.”

“I can type faster than I can write,” said a student. “Using a computer is easier than using an eraser.”

Computers are also very patient. A teacher may become angry at a student sometimes. But computers are always calm. When a student gives the wrong answer, the computer just says, “Please try again.”

Companies that make software for school have a difficult job. They must make the software as interesting as the programs that students watch on TV. But they have made much success, because students like computers as much as teachers do.

If a student gives a wrong answer, a computer might say, “_________”.

A. Wonderful B. Please try again C. Bad luck. D. Use an eraser

Students like computers because computers ________.

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C. can do some experiments D. can do homework for them

Companies that make software for schools have a hard job because ________.

A. they have to make the software very interesting B. they have made little success

C. the students are interested in TV programmes D. students don’t like computers

According to the passage, computers can do the following things except _______.

A. asking question B. reading stories aloud

C. telling the students whether the answers are right.

D. making TV programmes

The main idea of the article is ________.

A. students like computers better than TV

B. students like computers better than school

C. computers can do many jobs that teachers do for schools

D. computers are not good for school

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