题目内容

【题目】用括号内动词的正确形式填空。
(1)Hereafter, I want you to keep me (inform) of how things are going with you.
(2)I saw the man (knock) down and the driver (drive) away.
(3)The decision (make) at the meeting tomorrow will influence the future of our school.
(4)The stewardess asked all the passengers on board to remain (seat) as the plane was about to land.
(5)We had a lot of snow last night, so I want to have all the paths (clear) this morning.
(6)Last night, there were millions of people (watch) the opening ceremony of the Olympic Games live on TV.
(7)It is said that Sarah is the (adopt) daughter of a well-known businessman.
(8)Visitors are often (surprise) to discover how little the town has changed.

【答案】
(1)informed
(2)knocked;drive
(3)to be made
(4)seated
(5)cleared
(6)watching
(7)adopted
(8)surprised
【解析】(1)考查非谓语动词。句意:从此以后,我要求你让我了解你的进展情况。keep sb.informed of固定短语,“保持某人了解某事(进展)”,故填informed。
(2)考查非谓语动词。句意:我看见那个人被撞倒,司机开车走了。the man和konck down 在逻辑上构成动宾关系,过去分词表被动作宾语补足语;因此第一空填knocked;see sb. do固定短语,“看见某人做.....”,不带to的动词不定式作宾语补足语,因此第二空填drive。
(3)考查非谓语动词。句意:明天会上要做的决定将影响我们学校的未来。decision与make在逻辑上构成动宾关系,不定式表示将来,因此用不定式的被动式,故填to be made。
(4)考查非谓语动词。句意:当飞机即将降落时,空姐要求机上所有的乘客坐稳。remain seated"仍然坐着,继续做着“,故填seated。
(5)考查非谓语动词。句意:昨晚有许多雪,因此今天早上我想清理所有的道路。the paths和clear在逻辑上构成动宾关系,过去分词表被动,此处作宾语补足语,故填cleared。
(6)考查非谓语动词。句意:昨晚,数以百万的人在电视上观看了奥运会开幕式的现场直播。 people和watch在逻辑上构成主谓关系,现在分词表主动,此处作定语,故填watching。
(7)考查非谓语动词。句意:据说,莎拉是一个著名的商人的养女。adopt和daughter 在逻辑上构成动宾关系,过去分词表被动,此处作定语,故填adopted。
(8)考查形容词。句意:旅游者经常会惊讶地发现这个小城几乎没有什么变化。形容词作表语,故填surprised。

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【题目】If you were like most kids, your mother told you there were three no-no’s when it came to your fingers: Don’t put them in an electrical outlet, don’t stick them up your nose ( at least not in public ), and don’t use them when you are counting. 1 But experts in education and cognition now believe that using your fingers to do math is not only a perfectly good idea but may even help children become superior students.

It certainly makes sense. When children count on their fingers, they take an abstract concept— mathematics—and translate it into the most basic and visual form. 2 Even when we aren’t actually counting on them, they still can help us on math problem,

3 It activates when we respond to heat, pressure, pain, or the use of a given finger. Studying brain scans, researchers discovered that when students aged 8 to 13 work on subtraction (减法) equations, this region “lights up” on the scans, even if the students aren’t using their fingers. The more complex the problem, the more activities are detected.

The connection between finger use and math ability has been shown on old-fashioned math tests as well. With their eyes closed, first graders were asked to identify which of their fingers a researcher was touching, 4 When college students were given the same quiz, the highest scores once again performed best on calculation tests.

So what does all this mean? For one thing, parents and teachers shouldn’t discourage children from counting on their fingers. 5 Memorizing the multiplication tables may help, but it is not the best option. “I would like to see interesting and creative representations of ideas.” says Jo Boaler, a professor of math education.

Recently, a series of activities have been designed to strengthen students’ perception of their fingers. Maybe in the near future, there will be only two no-no 1s regarding the use of fingers.

A. The first two laws of fingers are as true as ever.

B. There is a section of the brain, called the somatosensory finger area.

C. Researchers also stress that students simply learn better using visual tools.

D. Researchers are unimpressed by those students who finish quickly as well.

E. In fact, experts believe the brain is able to “see” a representation of our fingers.

F. That may sound simplistic, but the researchers offer an interesting explanation.

G. Researchers found those scoring highest on the finger-ID questions scored higher on a math test.

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