题目内容

It’s unbelievable that such a small girl ____ have so much knowledge about computer.

     A.could                       B. would                              C.should                      D.might

C


解析:

本题考查的是情态动词的用法。这里的是“竟然会…”的意思,所以选C项。

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 So long as teachers fail to distinguish between teaching and learning , they will continue to undertake to do for children that which only children can do for themselves. Teaching children to read is not passing reading on to them. It is certainly not endless hours spent in activities about reading. Douglas insists that“ reading cannot be taught directly and schools should stop trying to do the impossible”.

  Teaching and learning are two entirely different processes. They differ in kind and function. The function of teaching is to create the conditions and the climate that will make it possible for children to devise the most efficient system for teaching themselves to read. Teaching is also public activity. It can be seen and observed.

  Learning to read involves all that each individual does to make sense of the world of printed language. Almost all of it is private ,for learning is an occupation of the mind ,and that process is not open to public scrutiny.

  If teacher and learner roles are not interchangeable ,what then can be done through teaching that will aid the child in the quest(探索)for knowledge? Smith has one principal rule for all teaching instructions. “Make learning to read easy, which means making reading a meaningful, enjoyable and frequent experience for children. ”

  When the roles of teacher and learner are seen for what they are, and when both teacher fulfil them appropriately, then much of the pressure and feeling of failure for both is eliminated. Learning to read is made easier when teachers create an environment where children are given the opportunity to solve the problem of leaning to read by reading.

The problem with the reading course as mentioned in the first paragraph is that ________.

  A. it is one of the most difficult school courses

  B. students spend endless hours in reading

  C. reading tasks are assigned with little guidance

  D. too much time is spent in teaching about reading

The teaching of reading will be successful if ________.

  A. teachers can improve conditions at school for the students

  B. teachers can enable students to develop their own way of reading

  C. teachers can devise the most effcient system for reading

  D. teachers can make their teaching activities observable

The underlined word“ scrutiny” most probably means“________”.

  A. inquiry            B. observation

  C. control            D. suspicion

The trip to that city was eye-opening for everyone, and near its end , all the young people in our group began to reflect on what it had meant. We __21__ the first night we had arrived. We had all gone into the markets of the city __22__ the young people could experience its energy. But what we actually saw simply   23  us all –the rundown houses, the children in rags, the people begging for money… Walking home,  24   under a low bridge, we came across  25   families of homeless people seeking a bit of dry ground to sleep on  26   he night. We had to step over bodies as we found our way through the darkness.

The poverty(贫困) was  27   than anything my young companions had ever imagined. Back in the hotel, an air of sadness settled over the group. Many  28   and cried. Spending time in this  29   moves a person to care about humanity.

That evening, our group spent hours talking about what we had  30  . Gently, I encouraged everyone to talk about the difficult  31   that day’s discoveries had inspired. Sitting together  32   a circle as everyone had a chance to speak, we all began to realize that  33   of us was alone in our struggle to cope with our reactions.

Based on my  34   in poverty-stricken areas, I suggested that  35   the emotions we had were painful, they could also be important in helping us to move forward. We all  36   that we had seen things that should never be allowed to happen.  37   , what could we do about it? Together, we began to brainstorm ways we could help to ease the  38   we had seen. As I encouraged group members to focus on  39   they could do, a sense of determination  40   the previous sadness. Instead of despair, these young people began to feel a call to action.

21.A.put up with       B.got back to      C.looked back on      D.made up for

22.A.now that         B.so that          C.as if              D.even if

23.A.puzzled          B.annoyed          C.embarrassed        D.shocked

24.A.marching         B.running          C.passing            D.moving

25.A.entire           B.normal           C.average            D.general

26.A.beyond           B.with             C.till                D.for

27.A.stronger         B.deeper           C.worse               D.less

28.A.gave up          B.broke down       C.set off             D.held on

29.A.environment       B.hotel             C.house               D.background

30.A.inspected         B.attempted        C.witnessed         D.challenged

31.A.feelings          B.decisions         C.thoughts           D.impressions

32.A.along            B.around           C.by                  D.in

33.A.neither           B.either            C.none             D.each

34.A.experiences       B.schedules         C.data              D.position

35.A.once             B.while            C.since              D.unless

36.A.supposed         B.advised           C.confirmed          D.agreed

37.A.Surely           B.Rather            C.Now                D.Indeed

38.A.burden           B.suffering          C.anxiety          D.difficulty

39.A.how             B.where            C.what                D.when

40.A.replaced          B.changed          C.covered          D.improved

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