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单选题 Why does the author say that the work of teaching grammar must be handled delicately
学科：大学英语3
时间：2023-07-04 12:30:26
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题目1Leslie Morissette's son, Graham, was 6 years old when he was diagnosed with leukemia (白血病). Throughout Graham's treatment in the hospital, Graham connected with everyone he met, from 1 patients to younger children. "He would 2 other sick children his toys or act silly to make them laugh." Morissette said. "Graham's special spirit is what kept me going. He gave me the energy and the 3 to fight with him." In 1997, when he was 8 years old, Graham passed away. 4 by how Graham lived his life caring about others, Morissette 5 the nonprofit Grahamtastic Connection in his honor. The organization provides free technology-including computers, iPads, and robots—to children 6 cancer and other serious illnesses.One of the major goals of Morissette's work is to connect kids to their classrooms, which really helps them continue their 7 despite hospitalizations and days 8 from school.The robots "transport" children right into the classroom in real time. They can operate the robots right from their 9 bed or home. If a child is unable to attend school, they can simply log on to their tablet or laptop and call in to the robot. They can 10 up and down the school paths. They can go to lunch with their 11 . The real magic happens between classes, when they're walking down the hallway with their friends, by robot, 12 their weekend and their favorite foods and other things. It's great technology that really gives children the feeling of control, when their world is maybe 13 control."Every time I can help a child in need, I feel as though Graham is smiling down." Morissette said, "I believe that Graham's 14 lives on in the work that I do. And I'm 15 and privileged to be able to do it in his honor."
A. (1) A 、 elderly B 、 sleepy C 、 deadly D 、 naughtyB. (2) A 、 buy B 、 charge C 、 return D 、 lendC. (3) A 、 focus B 、 strength C 、 resource D 、 attentionD. (4) A 、 Confused B 、 Depressed C 、 Inspired D 、 WorriedE. (5) A 、 left B 、 visited C 、 benefited D 、 foundedF. (6) A 、 causing B 、 curing C 、 battling D 、 preventingG. (7) A 、 career B 、 education C 、 struggle D 、 businessH. (8) A 、 missed B 、 stopped C 、 suffered D 、 graduatedI. (9) A 、 flower B 、 river C 、 hospital D 、 hotelJ. (10) A 、 drive B 、 jump C 、 climb D 、 walkK. (11) A 、 parents B 、 friends C 、 doctors D 、 patientsL. (12) A 、 talking about B 、 putting off C 、 depending on D 、 thinking ofM. (13) A 、 under B 、 within C 、 away from D 、 out ofN. (14) A 、 success B 、 joy C 、 love D 、 fortuneO. (15) A 、 angry B 、 sad C 、 careful D 、 proud
题目2From the beginning of time, this inner aspect of our being, this drive that can be constructive or destructive , has captured our imagination. The stories of this 1 struggle have formed the basis of cultures the world 2 . Historians, architects, authors, philosophers and artists have captured the words, images and meanings of this inner struggle in the 3 of story, music, myth, painting, architecture, sculpture, landscape and traditions. These men and women developed artistic "languages" that help us understand these 4 and also educate generations. This fertile 5 of work from ancient times, the very foundation of civilization, forms the 6 of study of the humanities.Studying the humanities improves our ability to read and write. No matter 7 we do in life, we will have a huge advantage if we can read 8 ideas and understand their meaning. We will 9 a bright career if we are the person in the office who can write a 10 and elegant analysis of those 11 !Studying the humanities makes us familiar 12 the language of emotion and the creative process. In an information economy, many people have the ability to produce a useful 13 such as a new MP3 player. Yet, very few people have the ability to create a spectacular brand: the iPod. Most importantly, studying the humanities invests us with great insight and self-awareness, 14 releasing our creative energy and talent 15 a positive and constructive manner
A. (1) A 、 amazed B 、 amazing C 、 amuse D 、 amusedB. (2) A 、 over B 、 through C 、 in D 、 forC. (3) A 、 inform B 、 reform C 、 transform D 、 formD. (4) A 、 desperation B 、 transformation C 、 aspirations D 、 depressionE. (5) A 、 body B 、 embody C 、 unite D 、 unitF. (6) A 、 basement B 、 basis C 、 base D 、 basicG. (7) A 、 that B 、 which C 、 what D 、 whereH. (8) A 、 complex B 、 shallow C 、 simple D 、 sillyI. (9) A 、 know B 、 have C 、 deny D 、 employJ. (10) A 、 cleared B 、 clear C 、 clarified D 、 clearnessK. (11) A 、 ideas B 、 persons C 、 offices D 、 humanitiesL. (12) A 、 with B 、 for C 、 to D 、 inM. (13) A 、 production B 、 produce C 、 reproduce D 、 productN. (14) A 、 hereby B 、 thereby C 、 passerby D 、 wherebyO. (15) A 、 in B 、 with C 、 for D 、 of
题目3People who were born prior 1 the 60s or 70s in the last century tended to frame their concept of adulthood based upon 2 certain accomplishments: moving away from home, becoming financially 3 , finding the right spouse and starting a family. But that emphasis on stability did not remain static. Today, young people are 4 to do the same. During the odyssey years, a high 5 of young people are delaying marriage, child bearing, and even employment.The odyssey years can 6 young people with enormous pressure to move forward quickly. As the sole heir and focus of their parents' expectations, hopes, and dreams, some react with 7 and prideful attitudes and behavior toward their parents. They often resent the pressure they're feeling and keep a distance from their parents or even run away from home. Their confusion comes from the difficulties to make parents understand them and the 8 journey of discovery they need in this phase of their lives. To get away from this confusion and upset, many young people 9 to computer games, iPods, iPhones, or iPads to help 10 them from their pain and stress
A. (1) A 、 on B 、 to C 、 for D 、 inB. (2) A 、 achieving B 、 reaching C 、 accomplishing D 、 affordingC. (3) A 、 dependent. B 、 independent C 、 reliable D 、 flexibleD. (4) A 、 unlikely B 、 likely C 、 uncomfortable D 、 comfortableE. (5) A 、 proportion B 、 bulk C 、 equivalence D 、 stativityF. (6) A 、 label B 、 saddle C 、 shift D 、 witnessG. (7) A 、 contemporary B 、 stable C 、 implicit D 、 rebelliousH. (8) A 、 peculiar B 、 previous C 、 fluid D 、 frequentI. (9) A 、 afford B 、 quit C 、 come D 、 resortJ. (10) A 、 distract B 、 resent C 、 frame D 、 boom
题目4Riding on his bicycle, he'd ride past my dorm as if " 1 " and pretend to be surprised to see me. I liked the attention but was 1 about his wild, dynamic personality. He had a charming way with words which would charm any girl. Fear 3 me when I started to fall in love. His exciting "bad boy 4 " was just too tempting to resist. What was it that attracted me? I always had an excellent 5 . My concentration was solely on my studies to get 6 grades. But for what? College 7 to be a time of great learning and also some fun. I had nearly achieved a great education, and graduation was just one semester away. But I hadn't had any fun; my life was 8 with no component of fun! I needed a boyfriend. Not just any boyfriend. He had to be cute. My goal that semester became: Be 9 and 10 the cutest boyfriend I can find. I worried 11 he'd think of me. True, we lived in a time when a 12 shift in sexual attitudes was 13 , but I was a traditional girl who wasn't ready for the new ways that seemed common on campus. Butch looked superb! I was not immure 14 his personality, but I was scared. The night when he announced to the world that I was his girlfriend, I went along with him. And then I suddenly thought: "Oh my gosh! Am I his girlfriend? How did that happen?" Then he 15 sweet words in my ear and said, "I'm going to marry you one day and I will be a lawyer. You will see."
A. (1) A 、 from accident B 、 by accident C 、 for accident D 、 with accidentB. (2) A 、 cautious B 、 curious C 、 conscious D 、 calmC. (3) A 、 came across B 、 came upon C 、 came into D 、 came overD. (4) A 、 image B 、 picture C 、 imitation D 、 imaginationE. (5) A 、 flame B 、 emergence C 、 reputation D 、 overlookF. (6) A 、 inferior B 、 superior C 、 mature D 、 immatureG. (7) A 、 has been supposing B 、 supposes C 、 is supposed D 、 has supposedH. (8) A 、 stale B 、 stall C 、 staple D 、 statusI. (9) A 、 shy B 、 ambitious C 、 critical D 、 fragileJ. (10) A 、 crab B 、 grape C 、 grab D 、 bragK. (11) A 、 whether B 、 why C 、 when D 、 whatL. (12) A 、 realistic B 、 dramatic C 、 idealistic D 、 fantasticM. (13) A 、 taking away B 、 taking off C 、 taking place D 、 taking downN. (14) A 、 of B 、 in C 、 with D 、 toO. (15) A 、 whispered B 、 hollered C 、 declared D 、 announced
题目5Schools fail to adequately teach students the essential framework of language, accurate grammar and proper vocabulary. 1 grammar is boring to most of the young students, I think that it must be 2 delicately, step by step. The chance came when one day I was driving with my son. As we set 3 on our trip, he noticed a bird in jerky flight and said, "It's flying so 4 ." I carefully asked, "My son, how is the bird flying?" "What's wrong? Did I say anything 5 ? He got lost. "Great! You said incorrectly instead of incorrect. We use 6 to describe verbs. Therefore, it's flying so unsteadily but not so unsteady." 7 about my correction, he asked me 8 an adverb was. Slowly, I said, "It's a word that tells you something about a verb." It 9 to his asking me what a verb was. I explained, "Verbs are 10 words; for example, Dad drives the truck. Drive is the verb because it's the thing Dad is doing."He became 11 to the idea of action words, so we listed a few more: fly, swim, dive, run. Then, 12 his own curiosity, he asked me 13 other words had names for their use and functions. This led to a 14 of nouns, adjectives, and articles. Within the span of a 10-minute drive, he had learned from 15 to the major parts of speech in a sentence. It was painless learning and great fun
A. (1) A 、 Although B 、 Despite C 、 Since D 、 NeverthelessB. (2) A 、 handed B 、 tackled C 、 dealt D 、 handledC. (3) A 、 up B 、 out C 、 down D 、 offD. (4) A 、 steady B 、 steadily C 、 unsteady D 、 unsteadilyE. (5) A 、 correct B 、 correctly C 、 incorrect D 、 incorrectlyF. (6) A 、 adverbs B 、 adjectives C 、 nouns D 、 propositionsG. (7) A 、 Careful B 、 Cautious C 、 Curious D 、 CarelessH. (8) A 、 what B 、 which C 、 how D 、 whereI. (9) A 、 turned B 、 led C 、 caused D 、 madeJ. (10) A 、 active B 、 dynamic C 、 action D 、 movementK. (11) A 、 affected B 、 afflicted C 、 distracted D 、 attractedL. (12) A 、 within B 、 out of C 、 from D 、 atM. (13) A 、 what B 、 how C 、 if D 、 whichN. (14) A 、 argument B 、 conclusion C 、 summary D 、 discussionO. (15) A 、 scratch B 、 scrape C 、 stretch D 、 straight
题目6Do you feel as confused and manipulated as I do with this question, "Should I spend or should I save?" I think that the messages we get 1 our environment seem to defy common sense and contradict each other. The government tells us to spend or we'll never 2 the recession. At the same time, they tell us that 3 we save more, our country is in grave danger. Banks 4 higher interest rates so we increase savings. Then the same banks send us credit card offers so we can 5 more. The paradox is that every day we get two sets of messages at odds 6 each other. One is the "permissive" perspective, "Buy, spend, get it now. You need this!" The other we could call an "upright" message, which urges us, "work hard and save. 7 your desires. Avoid luxuries. Control your appetite for more than you 8 need." This message comes to us from many sources: from school, from parents, 9 from political figures 10 to "traditional values". Hard work, family loyalty, and the capacity to postpone desires are core American values that have made our country great. But the 11 message, advertising's permissive message, is 12 . 13 sometimes disguised, the messages are everywhere we look: on TV, in movies, on printed media and road signs, in stores, and on busses, trains and subways. Advertisements 14 our daily lives. We are constantly surrounded by the message to spend, spend, spend. Someone recently said, "The only time you can escape advertising is when you're in your bed 15 !"
A. (1) A 、 in B 、 from C 、 at D 、 withB. (2) A 、 get out of B 、 get up C 、 get used to D 、 get intoC. (3) A 、 as long as B 、 so C 、 since D 、 unlessD. (4) A 、 offer B 、 obtain C 、 reject D 、 refuseE. (5) A 、 save B 、 take C 、 spend D 、 earnF. (6) A 、 without B 、 with C 、 for D 、 againstG. (7) A 、 Support B 、 Suspect C 、 Suspend D 、 SustainH. (8) A 、 truly B 、 true C 、 truthful D 、 truthI. (9) A 、 yet B 、 even C 、 still D 、 whereasJ. (10) A 、 regarding B 、 giving C 、 referring D 、 consideringK. (11) A 、 similar B 、 distinct C 、 same D 、 oppositeL. (12) A 、 avoidable B 、 inescapable C 、 changeable D 、 stableM. (13) A 、 Yet B 、 Moreover C 、 Though D 、 ThereforeN. (14) A 、 invading B 、 invades C 、 invaded D 、 invadeO. (15) A 、 asleep B 、 sleep C 、 awake D 、 wake
题目7单选题
21. Why does the author think that the students' language deficits should be blamed on schoolsA. Because schools cannot set high standards of English learningB. Because schools may not be responsible for the students' mastery of language skills for better communicationC. Because schools have no responsibility to teach proper vocabularyD. Because younger teachers have enough knowledge of the basic structure of English
题目8单选题
Why does the author say that the work of teaching grammar must be handled delicatelyA. Because grammar is very practicalB. Because grammar is very tediousC. Because grammar is very complexD. Because grammar is very easy
题目9单选题
What did the father want to teacher his son, according to Para4A. He wanted his son to know the meaning of "fly"B. He wanted his son to distinguish between incorrectly and unsteadilyC. He wanted his son to used adjectives correctlyD. He wanted his son to know verbs should be modified by adverbs
题目10单选题
What was the son's feeling when his father corrected his grammatical mistakeA. CuriosityB. AngerC. FrustrationD. Distress
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