题目内容

In spite of his disappointment, he _______ a weak smile.

A. confirmedB. persuaded

C. cancelled D. Managed

 

D

【解析】

试题分析:句意：尽管他很失望，但他还是强颜欢笑。固定搭配manage a weak smile

考点:考查固定搭配

 

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相关题目

—Did you know any German before you came to Berlin?

—Never _______ it, actually.

A. had I learnedB. have I learnedC. I learnedD. was I learning

 

Dr. Sylvia Earle wants you to stop eating fish. It's not because fish are endangered, though wild fish stocks in many oceans are very low. It's not because they're bad for you, though fish in many areas are exposed to poisonous substances in the water. It’s because they're smart.
"Fish are sensitive, they have personalities," says the marine biologist. For Earle, eating a fish would be like eating a dog or a cat. "I would never eat anyone I know personally."
There's a lot more to fish than meets the eye: they talk to each other, they like to be touched, and they engage in behavior that can seem very human. They can remember things and learn from experience. Earle and a growing number of animal rights activists see these as strong arguments against eating fish altogether.
The activists also point out that fish feel pain and fish suffer horribly on their way from the sea to the supermarket. "While it may seem conspicuous that fish are able to feel pain, like every other animal, some people think of fish as swimming vegetables," says Dr. Lynne Sneddon. "Really, it's kind of a moral question. Is the enjoyment you get from fishing (or eating fish) more important than the pain of the fish?"
Fishermen and (fried) fish lovers are skeptical. "I've never seen a smart fish," says Marie Swaringen as she finishes off a plate of fish at a Seattle seafood restaurant. "If they were very smart, they wouldn't get caught."
"For years, everyone's been telling us to eat fish because it's so good for us," says another diner. "Now I've got to feel guilty while I'm eating my fish? What are they going to think of next? Don't eat salad because cucumbers have feelings?"

1.According to Dr. Sylvia Earle, he would stop eating fish as a result of the following reasons EXCEPT ___________ .

A. Fish are sensitive and have personalities

B. He knows fish very well

C. Fish are dangerous to eat because the water is polluted

D. Fish are clever

2.Dr. Lynne Sneddon describes the behavior of eating fish in a(n) _______ tone.

A. opposed B. optimistic C. indifferent D. supportive

3.Which word below can take the place of the underlined word “conspicuous” in Paragraph 4?

A. obvious B. easy C. impossible D. necessary

4.It can be inferred from the last paragraph that _____________ .

A. Human beings should stop eating fish

B. We would feel guilty if we continued eating fish

C. People eat fish because fish are delicious

D. Cucumber is a kind of vegetable or fruit

5.What was the author’s purpose when writing this passage?

A. To advise people to stop eating fish.

B. To introduce a topic of whether people should eat fish.

C. To advise people not to stop eating fish.

D. To tell us that fish will feel pain when caught and transported.

 

作为一名高三学生，你或许经常跟你的父母就看电视问题闹矛盾。你的父母以学业繁重和影响视力等为由阻挠你看电视，而你又认为电视能满足你的兴趣爱好同时繁重的学业下也需要放松，最后你们之间相互妥协达成了一致意见。请你以该话题写一篇字数120左右的短文。

注意：1. 就双方的理由可以进行适当的扩充，协议自己想象。

2. 开头已写好，不计入字数

I am a Senior 3 student. I often quarrel with my parents over whether I can watch TV after school.

 

 

 

 

— Did you know any French before you arrived in Washington?

— Never ______ it, actually.

A.had I learned B. have I learned

C. I learned D. was I learning

 

_______ I went to the South Lake in Hanzhong, I was deeply impressed with its beautiful scenery.

A. For the first time B. The first time

C. At first D. It was the first time

 

Many of us have heard stories about teachers who can “see” into a student’s future. Even if a student is not performing well, they can predict success. We are convinced that this ability, this gift, is evidence that they were “called to teach.” If the gift of sight is evidence, how greater must be the gift of touch. I have a story.

I grew up in the fifties in a poor African American neighborhood in Stockton, California, that had neither sidewalks nor an elementary school. Each day, always in groups at our parents’ insistence, my friends and I would leave home early enough to walk eight blocks to school and be in our seats when the bell rang. For four blocks, we walked on dusty roads. By the fifth block, we walked on sidewalks that led to lovely homes and to Fair Oaks Elementary School. It was at Fair Oaks, in a sixth grade English class, that I met Ms. Victoria Hunter, a teacher who had a huge influence on my life.

During reading periods, she would walk around the room, stop at our desks, stand over us for a second or two, and then touch us. Without saying anything to us (nothing could break the silence of reading periods), she would place two fingers lightly on our throats and hold them there for seconds. I learned many years later when I was a student at Stanford University that teachers touch the throat of students to check for sub-vocalization (默读), which slows down the reading speed. I did not know at the time why Ms. Hunter was touching our throats, but I was a serious and respectful student and so, during silent reading period, I did what Ms. Hunter told us to do. I kept my eyes on the material I was reading and waited for her to place her fingers lightly on my throat.

One day, out of curiosity, I raised my head from my book — though not high — so that I could see Ms. Hunter, a white woman from Canada, moving up and down the rows, stopping at the desks of my classmates. I wanted to see how they reacted when she touched their throats. She walked past them. I was confused. Did she pass them by because they were model students? What did we, the students who were touched, not do right? I sat up straighter in my chair, thinking that my way of sitting might be the problem. I was confused. Several days later, I watched again, this time raising my head a little higher. Nothing changed. Ms. Hunter touched the same students. Always, she touched me.

She touched me with her hands. She also touched me with her belief in my ability to achieve. She motivated me by demanding the best from me and by letting teachers I would meet in junior high school know that I should be challenged, that I would be serious about my work. I am convinced that she touched me because she could “see” me in the future. That was true of all of us at Fair Oaks who sat still and silent as Ms. Hunter placed her fingers lightly on our throats. We left Fair Oaks as “best students,” entered John Marshall Junior High School, finished at the top of our high school class, and went on to earn graduate degrees in various subjects. Ms. Hunter saw us achieving and she touched us to make certain that we would.

I was not surprised that she came to my graduation ceremony at Edison High School in Stockton or that she talked to me about finishing college and earning a Ph. D. She expected that of me. She gave me a beautifully wrapped box. Inside was a gift, the beauty of which multiplies even as it touches me: a necklace to which I can add charms for each stage of my life.

1.According to the writer, what is a special ability many good teachers possess?

A. The ability to make all students behave well.

B. The ability to treat different students in the same way.

C. The ability to discover a student’s potential to succeed.

D. The ability to predict the near future of a poor student.

2.When she saw Ms. Hunter walk past some students without touching their throats, the writer felt ______.

A. disturbedB. puzzledC. ashamedD. annoyed

3.According to the passage, how did Ms. Hunter motivate the writer?

A. By correcting the way she sat.

B. By having high expectations of her.

C. By sending her a valuable necklace.

D. By communicating with her parents often.

4.What does the writer mean by “a necklace to which I can add charms for each stage of my life” (paragraph 6)?

A. A gift which encourages me to do well on the journey of my life.

B. A gift which becomes more and more valuable as time goes by.

C. A necklace which I wear on all important occasions in my life.

D. A necklace which suits me and adds to my charm.

5.The writer’s attitude towards Ms. Hunter might be described as _____.

A. disappointedB. grateful

C. doubtful D. sympathetic

6.Which of the following serves as the best title for the story?

A. Ms. Hunter’s SurpriseB. Ms. Hunter’s Challenge

C. A Teacher’s TouchD. A Teacher’s Memory

 

As is known to all, Montreal is the second largest French-speaking city in the world, _____.

A. Paris is the largest B. Paris the largest

C. Paris to be the largest D. Paris be the largest

 

To ensure that children from poor areas can receive fair education, the government has planned to _______ more money to improve the miserable conditions of local schools.

A. announce B. allocate C. advocate D. accumulate

 

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