A. | what,how | B. | what,what | C. | that; that | D. | which; how |
分析 生活的百分之十是事件本身,另有百分之九十在于你如何回应它.
解答 答案A. 分析句子结构可知,第一空引导表语从句,从句‘happens to you'中缺少主语又不指代人,因此应用连接代词‘what'来引导,相当于‘the thing that';第二空也引导表语从句,从句‘you respond to it'中成分齐全,根据句意"有百分之九十在于你如何回应它"可知,应用连接副词‘how'作方式状语.故A项正确.
点评 本题考查名词性从句.解答此类题目首先要读懂句意和分析句子结构,其次判断是名词性从句中的哪一种从句,然后再分析从句中的成分,如果从句中缺成分且不指代人时一般用what.
科目:高中英语 来源:2016-2017学年福建省高一下学期期中考试英语试卷(解析版) 题型:阅读理解
Rosie Dutton, a teacher from Relax Kids in Tamworth, UK, used two apples to show her students the often unseen but harmful effects of school bullying(校园欺凌). She posted the lesson on Facebook, where it's been shared more than 160,000 times.
Rosie Dutton explained that during one of her classes she presented the children with two red apples. What the kids didn’t know was that before the lesson, she had repeatedly dropped one of the apples on the floor. And yet, on the outside at least, both apples looked perfect.
“I picked up the apple I’d dropped on the floor and started to tell the children how I disliked this apple,” Dutton wrote. “I told them that because I didn't like it, I didn't want them to like it either, so they should call it names too.”Some of the children looked at her as if she were “crazy”, but the students passed the apple around the circle, calling it names.
Continuing the exercise, the teacher then passed the second apple around the circle. This apple, however, was showered with words like: “Your skin is beautiful,” and “ what a beautiful colour you have.”
Dutton then showed the students both apples once again, stressing that “there was no change, and both apples still looked the same.”
Finally, Dutton cut both apples open. The apple that the class treated kindly looked fresh inside. But the other apple—the one they’d treated poorly —was bruised(瘀伤的) beneath its skin.
“I think there was a light bulb moment for the children immediately,” Dutton said. “When people are bullied, especially children, they feel horrible inside and sometimes don’t show or tell others how they are feeling. If we hadn’t have cut that apple open, we would never have known how much pain we had caused it.”
Dutton explained how important it is to teach children to stand up for one another, and to stop any form of bullying.
“Let’s create a generation of kind caring children,” the teacher wrote. “The tongue has no bones, but is strong enough to break a heart. So be careful with your words.”
1.What had the teacher done to the first apple before the lesson?
A. She had introduced it to the kids.
B. She had coloured it brightly.
C. She had made it look perfect.
D. She had damaged it purposely.
2.What does the underlined part “calling it names” (Para. 3) mean?
A. Shouting at it. B. Making fun of it.
C. Cheering for it. D. Saying rude things.
3.What did the teacher tell the kids to do with the second apple?
A. Drop it. B. Praise it.
C. Ignore it. D. Respect it.
4.What’s the purpose of the teacher’s using two apples in class?
A. To draw the kids’ attention.
B. To explain her personal preferences.
C. To help the kids understand the results of bullying.
D. To make a comparison between them.
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41.A.worried | B.sorry | C.happy | D.grateful |
42.A.make | B.pass | C.win | D.like |
43.A.knocked | B.looked | C.sank | D.got |
44.A.house | B.church | C.hospital | D.university |
45.A.anxiously | B.lovingly | C.patiently | D.angrily |
46.A.donate | B.move | C.show | D.lend |
47.A.affect | B.help | C.protect | D.impress |
48.A.for | B.and | C.so | D.but |
49.A.gold | B.stone | C.wisdom | D.bravery |
50.A.toys | B.clothes | C.belongings | D.letters |
51.A.long | B.smooth | C.difficult | D.dangerous |
52.A.empty | B.familiar | C.big | D.old |
53.A.roughly | B.exactly | C.especially | D.possibly |
54.A.put | B.sent | C.cried | D.buried |
55.A.wrote | B.spoke | C.slept | D.awoke |
56.A.understand | B.forgive | C.leave | D.miss |
57.A.with | B.around | C.on | D.in |
58.A.save | B.host | C.visit | D.adopt |
59.A.lost | B.gone | C.cured | D.spotted |
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A. | would have been | B. | would be | C. | is | D. | will be |
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A. | expression | B. | expectation | C. | reputation | D. | impression |
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