They could have attended the awarding ceremony，but their flight due to the bad weather．

A．was delayed B．had been delayed

C． has delayed D．was delaying

 

A

【解析】

試題分析：考查時(shí)態(tài)和語(yǔ)態(tài)。根據(jù)句中的could have done可知是對(duì)過(guò)去事情的推測(cè)，故用一般過(guò)去時(shí)。主語(yǔ)their flight與delay之間為被動(dòng)關(guān)系，故用被動(dòng)語(yǔ)態(tài)。句意：他們本可以參加頒獎(jiǎng)典禮的，但他們的航班由于壞天氣延遲了。故A正確。

考點(diǎn)：考查時(shí)態(tài)和語(yǔ)態(tài)

 

練習(xí)冊(cè)系列答案
相關(guān)習(xí)題

科目：高中英語(yǔ) 來(lái)源：2013-2014學(xué)年江西省宜春市高三模擬考試英語(yǔ)試卷（解析版） 題型：閱讀理解

Having a great collection of books at home doesn’t really mean that you are a person who has a passion for literature and reading． It can be a family inheritance or it can be just to impress people around you by the fact that you are a person of culture． On the other hand, there are many persons who cannot afford to buy books, because some of them are quite expensive, but who usually go to libraries and spend hours reading something that interests them a lot, or just borrow books to home．

From my point of view, literature is very important in our life． For example, reading is a means of gaining culture and enriching our knowledge in different areas． It can help us have a great imagination and it makes things easier when it comes to make compositions on different themes． It gives you the possibility to speak about science, even if you don’t work in this domain, or you can express your opinion about a political aspect, just because you have read something connected to that．

Secondly, literature offers us the possibility to enter the world of imagination, and to leave the real one for a couple of hours． We come to meet kings and queens many years ago, dream of being in the world of the rich or imagine how life will be in the future． Sometimes, we identify ourselves with the characters in the stories we read and they can give us some clues to solve our problems and how to react in certain circumstances．

In conclusion, I would like to say that literature is the perfect means to enrich our culture, to express ourselves correctly, to have a rich vocabulary, to be able to interfere in conversations in different fields of interest and to really be considered an erudite person．

1.People who are fond of literature are those that ________ ．

A． have much interest in reading

B． keep many books

C． go to libraries every day

D． buy expensive books in the bookstore

2.According to the author we can broaden our knowledge by ________ ．

A． composing B． imagining C． communicating D． reading

3.We can know from the third paragraph that ___________ ．

A． we can bring kings and queens back to life

B． it is very good for us to stay alone for some hours

C． what we read can be useful in our daily life

D． we can make friends with people in the stories

4.The underline word “erudite” in Paragraph 4 probably means “ _______”．

A． learned B． enthusiastic C． smart D． creative

5.What is the author’s purpose by writing the passage?

A． To share his own reading experience．

B． To distinguish the true readers．

C． To attract people to literature．

D． To stress the importance of imagination．

 

查看答案和解析>>

科目：高中英語(yǔ) 來(lái)源：2013-2014學(xué)年江西省高三下學(xué)期第五次大考英語(yǔ)試卷（解析版） 題型：書(shū)面表達(dá)

作為一名高三學(xué)生，你或許經(jīng)常跟你的父母就看電視問(wèn)題鬧矛盾。你的父母以學(xué)業(yè)繁重和影響視力等為由阻撓你看電視，而你又認(rèn)為電視能滿(mǎn)足你的興趣愛(ài)好同時(shí)繁重的學(xué)業(yè)下也需要放松，最后你們之間相互妥協(xié)達(dá)成了一致意見(jiàn)。請(qǐng)你以該話題寫(xiě)一篇字?jǐn)?shù)120左右的短文。

注意：1. 就雙方的理由可以進(jìn)行適當(dāng)?shù)臄U(kuò)充，協(xié)議自己想象。

2. 開(kāi)頭已寫(xiě)好，不計(jì)入字?jǐn)?shù)

I am a Senior 3 student. I often quarrel with my parents over whether I can watch TV after school.

 

 

 

 

查看答案和解析>>

科目：高中英語(yǔ) 來(lái)源：2013-2014學(xué)年江西省高三下學(xué)期第五次大考英語(yǔ)試卷（解析版） 題型：單項(xiàng)填空

_______ I went to the South Lake in Hanzhong, I was deeply impressed with its beautiful scenery.

A. For the first time B. The first time

C. At first D. It was the first time

 

查看答案和解析>>

科目：高中英語(yǔ) 來(lái)源：2013-2014學(xué)年江西省高三高考熱身卷英語(yǔ)試卷（解析版） 題型：閱讀理解

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 (默讀), 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. disturbedB. puzzledC. ashamedD. annoyed

3.According to the passage, how did Ms. Hunter motivate the writer?

A. By correcting the way she sat.

B. By having high expectations of her.

C. By sending her a valuable necklace.

D. By communicating with her parents often.

4.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.

5.The writer’s attitude towards Ms. Hunter might be described as _____.

A. disappointedB. grateful

C. doubtful D. sympathetic

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

A. Ms. Hunter’s SurpriseB. Ms. Hunter’s Challenge

C. A Teacher’s TouchD. A Teacher’s Memory

 

查看答案和解析>>

科目：高中英語(yǔ) 來(lái)源：2013-2014學(xué)年江西省高三高考熱身卷英語(yǔ)試卷（解析版） 題型：單項(xiàng)填空

---Jenny, I think I’ll just have some coffee for a change．

---______．The coffee I bought yesterday is in the cupboard．

A. Change it, please        B. Never mind    

C. With pleasure                D. Help yourself

 

查看答案和解析>>

科目：高中英語(yǔ) 來(lái)源：2013-2014學(xué)年江西省高三高考熱身卷英語(yǔ)試卷（解析版） 題型：單項(xiàng)填空

As is known to all, Montreal is the second largest French-speaking city in the world, _____.

A. Paris is the largest B. Paris the largest

C. Paris to be the largest D. Paris be the largest

 

查看答案和解析>>

科目：高中英語(yǔ) 來(lái)源：2013-2014學(xué)年江蘇金陵中學(xué)河西分校高三第四次模擬英語(yǔ)試卷（解析版） 題型：單項(xiàng)填空

— Don’t you remember my name?

— I’m really sorry. Your name ________ from my mind.

A. escapesB. escaped

C. will escape D. has escaped

 

查看答案和解析>>

科目：高中英語(yǔ) 來(lái)源：2013-2014學(xué)年江蘇省蘇錫常鎮(zhèn)四市聯(lián)考（二）英語(yǔ)試卷（解析版） 題型：單項(xiàng)填空

Two professors at Harvard University published a study of 3,300 new graduates, looking at ______ their names had any bearing on their academic performance.

A. thatB. howC. whyD. whether

 

查看答案和解析>>

同步練習(xí)冊(cè)答案