题目内容

【题目】阅读下面材料,在空白处填入适当的内容(不多于3个单词)或括号内单词的正确形式。
My name is Wang Kun. Ever since middle school, my sister Wang Wei and I have dreamed about taking a great bike trip. Two years ago she (buy) an expensive mountain bike and then she persuaded me ( buy) one. Last year, she visited our cousins, Dao Wei and Yu Hang at their college in Kunming. They are Dai and grew up in western Yunnan Province near Lancang River, the Chinese part of the river that (call) the Mekong River in other countries. Wang Wei soon got them interested cycling too. graduating from college, we (final) got the chance to take a bike trip. I asked my sister, “Where are we going?” It was my sister first had the idea to cycle along the entire Mekong River from where it begins to it ends. Now she is (plan) our schedule for the trip.

【答案】bought;to buy;the;is called;in;after;finally;who/that;where;planning
【解析】①bought 考察时态。句中时态是 two years ago两年前,所以动词要用过去时态,文意是两年前她买了一辆昂贵的山地自行车并且说服我来一次骑行。
②to buy考察不定式。persuade sb to do是固定搭配,表示“说服某人做某事”,文意是两年前她买了一辆昂贵的山地自行车并且说服来一次骑行。
③the考察冠词。the是定冠词,表示“特指”,山川河流前应该用the修饰,文意是他们是傣族,生长在云南的西部,靠近澜沧江。
④is called考察语态。is called是被动语态,表示“被动”的意思,文意是澜沧江流经中国的一部分,在其他的国家这条河流叫做湄公河。
⑤in考察介词。be interested in是固定搭配,表示“对……感兴趣”,文意是王梅也迅速的对骑行产生了兴趣。
⑥after考察副词。after是副词,表示“在……之后”的意思,文章是大学毕业之后,王梅也迅速的对骑行产生了兴趣。
⑦finally考察副词。finally是final的副词形式,表示“最后、最终”的意思,文意是我们最终得到了机会来进行一次骑行。
⑧who/that考察引导词。It was who/that是强调句,句中强调的是my sister,文意是时我的妹妹首先想出来这个主意围绕着湄公河进行骑行。
⑨where考察引导词。Where引导的是状语从句,文意是时我的妹妹首先想出来这个主意围绕着湄公河进行骑行,从湄公河的发源地骑至尾端。
⑩planning考察动名词。Be+ Ving形式表示现在进行时态,是现在正在发生的动作,文意是她现在正在为我们的骑行做计划。

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【题目】阅读下列短文,从每题所给的四个选项(A、B、C和D)中,选出最佳选项,并在答题卡上将该项涂黑。
C
My students often tell me that they don't have "enough time" to do all their schoolwork.
My reply is often a brief "You have as much time as the president." I usually carry on a bit about there being twenty-four hours in the day for everyone, and suggest that "not enough time" is not an acceptable explanation of not getting something done.
Once in graduate school, I tried to prove to one of my professors by saying that I was working hard. His answer to me was, "That's irrelevant (无关的). What's important is the quality of your work." Since then I have had time to think carefully about the "hard worker" dodge (诀窍), and I have come to some conclusions- all relevant to the problem of how much time we have.
If you analyze the matter, you can identify two parts of the problem: There is, of course, the matter of "time", which we can think of as fixed. Then there is the problem of "work" during that time. But, as my professor suggested, it's not how hard one works but the quality of the product that's important.
That led me to a new idea: the quality of the work. That concept is perhaps best explained by a sign I once saw on the wall in someone's office: "Don't work harder. Work smarter." There is a lot of sense in that idea.
If you can't get more time, and few of us can, the only solution is to improve the quality of the work. That means thinking of ways to get more out of the same time than we might otherwise get. That should lead us to an analysis of our work habits. Since "work" for students usually means "homework", the expression "work habits" should be read as "study habits".
Then, as a smart student, you will seek to improve those skills that you use in study, chiefly reading and writing. If you learn to read better and write better, there are big benefits that pay off in all your studies.
(1)From the passage, we know that the author is probably ______.
A.a poet
B.an engineer
C.a novelist
D.an educator
(2)We can infer from the 2nd paragraph that we students still _____.
A.have enough time
B.can meet the president
C.get everything done well
D.should accept the explanation
(3)Which of the following is TRUE according to the passage?
A.The author's students make good use of their time to do all their homework.
B.The author tried to tell the professor that he/she (author) had done a good job.
C.You can't improve the quality of the work if you can't get more time.
D.You'll try to improve your skills in reading and writing if you're a clever student.
(4)What's the passage mainly about?
A.Students don't have enough time.
B.No one can get more time.
C.Don't work harder; work smarter.
D.Read better and write better.

【题目】完形填空
In 1991,Jane Goodall began Roots and Shoots, a program thatencourages young people to work to protect the Earth.TFKKid Reporter ChandlerSchaak caught up with Goodall at a Roots and Shoots 1at Zoo Boise,in Idaho.
Kai Neander, 15, digs saving theEarth.2president of the Sequoia Park Zoo Roots and Shoots program,in California, he helped plant 564 trees. His group's 3is to plant 1,000 trees by the end of the year.“4little thingyou do makes a difference,”he says.
Roots and Shoots5youngpeople to volunteer in their communities to help 6animals and theirhabitats.Jane Goodall started the 7in 1991.She is8for herstudy of chimpanzees at Gombe National Park, in Tanzania, East Africa.Today,there are more than 8,000 Roots and Shootsgroups in nearly 100 countries.
“I 9the idea for Rootsand Shoots because I met so many young people who had 10hope,”Goodall told TFK.“Thisprogram teaches youth that 11they all get together, they can make adifference.”
Tara Adiseshan, a high schoolsenior, hopes to12her mark on the natural world.She and othermembers of the Charlottesville Roots and Shoots Club, in Virginia, began a13tosave frogs.Tara worked with14at James Madison University, also inVirginia, to test a 15for a deadly fungus that16frogs.Acure is now being tested in the 17
Tara plans to give talks in localschools to raise 18about the threat to frogs.She also invited a frogexpert to 19at a nature park in her community.
“No matter how many problems weface,”Tara says, “there is still 20as long as kidslike us continue to care.”
Notes
digvt.探究
(1)A.organization B.group C.event D.place
(2)A.As B.Like C.With D.After
(3)A.duty B.assignment C.goal D.attempt
(4)A.No B.Many a C.Every D.One
(5)A.pay B.encourages C.ask D.call
(6)A.feed B.help C.have D.save
(7)A.program B.plan C.preserve D.community
(8)A.bestknown B.eager C.anxious D.careful
(9)A.putforward B.came up with C.metwith D.came across
(10)A.gained B.lost C.seen D.tried
(11)A.unless B.until C.if D.though
(12)A.make B.get C.see D.leave
(13)A.plan B.desire C.course D.campaign
(14)A.volunteers B.boys C.members D.scientists
(15)A.cure B.way C.medicine D.plant
(16)A.attracts B.meets C.threatens D.frightens
(17)A.field B.lab C.body D.disease
(18)A.money B.awareness C.medicine D.food
(19)A.speak B.act C.operate D.show
(20)A.chance B.hope C.problem D.way

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