题目内容
11.-I am sorry I have left my wallet at home.Would you mind waiting for me a moment to fetch it?-______.( )
A. | Think nothing of it | B. | Of course not; take your time | ||
C. | The more quickly,the better | D. | Don't forget it next time |
分析 ---我很抱歉我把钱包忘在家里了.我回去取一下,你介意等我一会儿吗?
---当然不介意,不着急.
解答 答案B.
A项"别放在心上";C项"越多越好";D项"下次不要忘了";B项"当然不介意,不着急"根据上下文的语境可知,上文中表示‘把钱包忘在家里了.我回去取一下,问对方是否介意等一下',答句中回答‘当然不介意,不着急',Do you mind my doing…?和Do (Would) you mind if I…?(我做…你介意吗?) 的常见回答有:表示不介意"No,of course not./No,not at all./Certainly not./Go ahead,I don't mind./No,please do.";表示介意时"I'm sorry…/I'm afraid…".故选B.
点评 本题考查情景交际.解答此类题目首先应该读懂句意,分析上下文语境和逻辑关系.其次对每个选项中的交际用语的适用情况要掌握,根据语境锁定正确答案.关键平时学习中要对交际用语多积累多总结反复记忆.

练习册系列答案
相关题目
1.______ more carefully,he would have passed the exam.( )
A. | If Ted studied | B. | If Ted had studied | ||
C. | Should Ted study | D. | If Ted would study |
6.-I'll take my speech contest tomorrow.
-_________.( )
-_________.( )
A. | Forget it | B. | Good luck | ||
C. | That's all right | D. | Congratulations |
16.-Bruce,I really appreciate your handwriting.
-________.( )
-________.( )
A. | I practise every day | B. | Thank you very much | ||
C. | No,I don't think so | D. | Well,it's not good enough |
3.-What made you change your mind at the last minute?
- .( )
- .( )
A. | Because he lied to me | B. | His lying to me | ||
C. | He lied to me | D. | Him lying to me |
20.假设你的班主任在安排座位时,让成绩好的学生和成绩差的坐在一起.班会上大家就此进行了讨论.请根据下表内容,介绍讨论情况并谈谈自己的看法.
注意:
1.词数120左右;
2.可以适当增加细节,以使行文连贯;
参考词汇:成绩好的学生 top students; 成绩差的学生 slower students
赞成观点 | 反对观点 | 你的观点 |
1.人人都有长处和不足,成绩差的学生也有可取之处; 2.相互学习,建立友谊. | 1.部分学习差的学生常常上课说话,违反校规,成绩好的学生可能会受到影响; 2.总是问问题,使成绩好的学生不能专心学习. | … |
1.词数120左右;
2.可以适当增加细节,以使行文连贯;
参考词汇:成绩好的学生 top students; 成绩差的学生 slower students
9.-I worked as hard as I could,but I still failed the exam.
-Hard work isn't the whole story.You _____ the basic techniques of study.( )
-Hard work isn't the whole story.You _____ the basic techniques of study.( )
A. | must have mastered | B. | would have mastered | ||
C. | should have mastered | D. | might have mastered |