Our desks wood and this kind of paper for copying wood too. A. make of-makes from B. are made from-is made of C. make from-makes of D. are made of

题目内容

Our desks _____ wood and this kind of paper for copying _____ wood too.

A. make of…makes from　　　　 B. are made from…is made of

C. make from…makes of　　　　 D. are made of … is made from

练习册系列答案

相关题目

短文改错(共10小题；每小题1.5分，满分15分)

此题要求在答题卡上改正所给短文中的错误。请根据上下文对标有题号的每一行作出判断：如无错误，在该行右边横线上画一个勾(√)；如有错误(每行只有一个错误)，则按下列情况改正：

此行多一个词：把多余的词用斜线(\\)划掉，在该行右边横线上写出该词，并也用斜线划掉。

此行缺一个词：在缺词处加一个漏字符号(∧)，在该行右边横线上写出该加的单词。

此行错一个词：在错的词下画一横线，在该行右边横线上写出改正后的词。

注意：原行没有错误的不要改。

Are the years you spent at school best years of your life? 76._______

Personally,I found most lesson rather uninteresting.We had to 77._______

sit at our desks in silence and paid attention to what the teachers 78._______

were saying.They were used to write on the blackboard and ask 79._______

us difficult questions.We also had to do plenty of homework,and 80._______

hand it on time.We had to wear school uniforms and obey lots of 81._______

rules.I left school as soon as I can and started work.I read books 82._______

at the public library,and late I decided to attend college.Now 83._______

I really enjoy study because I’m growing old and know what I 84._______

want it.When I was at school,I was just the wrong age! 85._______

第二节：短文改错(共10 小题，每题1分，满分10 分)
此题要求改正所给短文中的错误。对标有题号的每一行做出判断：如无错误，
在该行右边横线上画一个勾（√）；如有错误（每行只有一个错误），则按下列情况改正：
该行多一个词：把多余的词用斜线（＼）划掉；在该行右边横线上写出该词，
并也用斜线划掉；该行缺一个词：在缺词处加一个漏字符号（∧）；在该行右边横线上写出该加的词；该行错一个词，在错的词下划一个横线；在该行右边横线上写出改正后的词。注意：原行没有错的不要改。
Are the years you spent at school best years of you life?                        1.
Personally, I found most lesson rather uninteresting. We had to                  2.
sit at our desks in silence and paid attention to what the teachers                      3.
were saying. They used to writing on the blackboard and ask                         4.
us difficult questions. We also had to do a plenty of homework, and               5.
hand it on time. We had to wear school uniforms and obey lots of                  6.
rules. I left school as soon as I can and started work. I read books                   7.
at the public library, and late I decided to attend college. Now                  8.
I really enjoy studying because I’m growing old and know what I        9.
want it. When I was at school, I was just the wrong age!                            10.

短文改错（共1题；每空1分，满分10分）
此题要求改正所给短文中的错误。对标有题号的每一行做出判断：
无错误，在该行右边横线上画一个勾（√）；
如有错误（每行只有一个错误），则按下列情况改正：
此行多一个词：把多余的词用斜线（＼）划掉，在该行右边横线上写出该词，并也用斜线划掉。
此行缺一个词：在缺词处加一个漏字符号（∧），在该行右边横线上写出该加的词。
此行错一个词：在错的词下划一横线(__)，在该行右边横线上写出改正后的词。
注意：原行没有错的不要改！
Are the years you spent at school best years of your life?
1.________
Personally, I found most lesson rather uninteresting. We had to                                                             2. __________
sit at our desks in silence and paid attention to what the teachers                                                           3. __________
were saying. They were used to write on the blackboard and ask                                                               4. __________
us difficult questions. We also had to do plenty of homework, and                                                             5. __________
hand it at time. We had to wear school uniforms and obey lots of                                                              6. __________
rules. I left school as soon as I can and started work. I read books                                                          7. __________
at the public library, and late I decided to attend college. Now                                                               8. __________
I really enjoy study because I’m growing old and know what I                                                                  9. __________
want it. When I was at school, I was just the wrong age!                                                                         10. _________

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. disturbed????????????? B. puzzled????????????? C. ashamed????????????? D. annoyed

3.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.

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

A. Ms. Hunter’s Surprise????????????? B. Ms. Hunter’s Challenge

C. A Teacher’s Touch? ????????????? D. A Teacher’s Memory

In my English class, there is a young boy who never talk. The boy, Michael, simply does not talk in class. No matter so much talking is occurred around him, Michael is never affected. Instead, he sits quietly at his desk and listens attentive to the rest the students talking and the teacher speaking. One day, Michael was surprised us all by raising his hand. He was actually attempting to talk. Interesting and curious at that was going to happen when he got called on, we all leaned forward against our desks looking at him with our eyes wide open. There was total silence in the room as the teacher call aloud his name.

试题分类