题目内容

She kept _________ hard at her physics and finally caught up with us.

A. work B. worked C. working D. to work

 

C

【解析】

试题分析:句意:她在物理上继续努力,最终赶上我们。keep doing一直做某事,根据题意,故选C

考点:考查不定式的用法。

 

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I walked into the Huddle House Restaurant in Brunswick, Georgia and sat down at the table. I picked up the menu and was to order something for breakfast.

“Excuse me,”

I looked up and 1. a nice-looking woman standing before me.

“Is your name Roger?” 2. asked.

“Yes, ” I answered, feeling rather surprised as I had never seen her before.

“My name’s Barbara and my husband is Tony,” she said, pointing to a middle-aged man sitting alone at the table by the window. He was 3. and weak.

“Tony White, from Landon School in Jacksonville, Florida,” she added.

I looked at that man for a few seconds but I didn’t recognize him.

“I’m really sorry. The name doesn’t ring the bell,” I said.

She walked back, began 4. with her husband and once in a while I saw her turn around and look directly at me.

I ordered breakfast and a cup of 5. , sitting there, trying to remember who this Tony was. “I must know him,” I thought to myself. “He recognizes me for some reason.” I picked up the coffee cup. All of a sudden it came to me like a flash of lightning.

“Tony, the bully, the bad boy!” I could 6. believe my eyes. “My God! He’s so thin now. Not the big boy that I 7. from back in 1997.”

Everything came up to my mind. The time this 8. boy had made fun of my big ears in front of the girls in my class, and the time this big bully had pushed me against the walls in the hallway just to make himself 9. a big man to all other students.

“I am sorry, Roger,” Tony rolled by me in the wheelchair, being pushed by his wife, raising his thin, shaking hand. “I am so sorry for 10. that I did to you.”

“I’m…I’m er…” I didn’t know what to say to him.

After a few months, I received a letter from Barbara. Tony was 11. . Tony had been a fireman and had been seriously wounded in a task.

How I 12. for not saying something to him but I no longer had the chance!

13.A. heardB. felt C. sawD. told

14.A. you B. weC. heD. she

15.A. fatB. strongC. thinD. young

16.A. listening B. talkingC. writingD. playing

17.A. teaB. juiceC. milkD. coffee

18.A. hardlyB. reallyC. almostD. always

19.A. protectB. rememberC. loveD. miss

20.A. cleverB. shyC. friendlyD. bad

21.A. look after B. look like C. look forD. look at

22.A. everythingB. nothingC. somethingD. anything

23.A. healthyB. famousC. deadD. blind

24.A. congratulated B. regretted C. doubtedD. canceled

 

The practice of students endlessly copying letters and sentences from a blackboard is a thing of the past. With the coming of new technologies like computers and smart phone, writing by hand has become something of old skill. However, while today’s educators are using more and more technology in their teaching, many believe handwriting skills are still necessary for students to be successful--both in school and in life.

Virginia Berninger, professor of educational psychology(心理学) at the University of Washington, says it’s important to continue teaching handwriting and help children learn the skill of writing by hand.

Berninger and her workmates carried out a study that looked at the ability of students to complete different writing tasks---both on a computer and by hand. The study, published in 2009, found that when writing with a pen and paper, people wrote longer articles and more complete sentences.

In a more recent study, Berninger looked at what role spelling plays in a student’s writing skills and found that how well children spell is tied to how well they can write. “Spelling makes some of the thinking parts of the brain active which helps us get our vocabulary, word meaning and ideas. It is allowing our written language to connect with ideas.” Berninger said.

Spelling helps students translate ideas into words in their mind first and then to transcribe(转换) “those words in the mind into written symbols(标志) on paper or keyboard and screen,” the study said. Seeing the words in the “mind’s eye” helps children not only to turn their ideas into words, says Berninger, but also to notice spelling mistakes when they write the words down and to correct them over time.

“In our computer age, some people believe that we don’t have to teach spelling because we have spell checks,” she said. “But until a child has spelling ability of about a fifth grade level, they won’t have the knowledge to choose the correct spelling among the choices given by the computer.”

1.Which of the following best shows the role of spelling?

A. Spelling improves one’s memory of words.

B. Spelling ability is closely tied to writing ability.

C. Spelling benefits the translation from words into ideas.

D. Spelling slows down finding exact words to express ideas.

2.What does “mind’s eye” in paragraph 5 mean?

A. Window. B. Emotion.

C. Picture. D. Imagination.

3.What can we learn from the passage?

A. Computers can help people with their choice of words.

B. Spell checks can take the place of spelling teaching.

C. Handwriting still has a place in today’s classrooms.

D. Spelling ability develops fast in the fifth grade.

 

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