Alex has finally become an astronaut, __________all his family members think is his dream career.
A. whichB. whoC. thatD. whom
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科目:高中英語(yǔ) 來(lái)源:2013-2014學(xué)年浙江省寧波市高三第二次模擬考試英語(yǔ)試卷(解析版) 題型:閱讀理解
My daughter Allie is leaving for college in a week. Her room is piled with shopping bags filled with blankets, towels, jeans, sweaters. She won’t talk about going.
I say, “I’m going to miss you,” and she gives me one of her looks and leaves the room. Another time I say, in a voice so friendly it surprises even me: “Do you think you’ll take your posters and pictures with you, or will you get new ones at college?”
She answers, her voice filled with annoyance, “How should I know?”
My daughter is off with friends most of the time. Yesterday was the last day she’d have until Christmas with her friend Katharine, whom she’s known since kindergarten. Soon, it will be her last day with Sarah, Claire, Heather... and then it will be her last day with me.
My friend Karen told me, “The August before I left for college, I screamed at my mother the whole month. Be prepared.”
I stand in the kitchen, watching Allie make a glass of iced tea. Her face, once so open and trusting, is closed to me. I struggle to think of something to say to her, something meaningful and warm. I want her to know I’m excited about the college she has chosen, that I know the adventure of her life is just starting and that I am proud of her. But the look on her face is so mad that I think she might hit me if I open my mouth.
One night — after a long period of silence between us — I asked what I might have done or said to make her angry with me. She sighed and said, “Mom, you haven’t done anything. It’s fine.” It is fine — just distant.
Somehow in the past we had always found some way to connect. When Allie was a baby, I would go to the day-care center after work. I’d find a quiet spot and she would nurse — our eyes locked together, reconnecting with each other.
In middle school, when other mothers were already regretting the distant relationship they felt with their adolescent daughters, I hit upon a solution: rescue measures. I would show up occasionally at school, sign her out of class and take her somewhere — out to lunch, to the movies, once for a long walk on the beach. It may sound irresponsible, but it kept us close when other mothers and daughters were quarrelling. We talked about everything on those outings — outings we kept secret from family and friends.
When she started high school, I’d get up with her in the morning to make her a sandwich for lunch, and we’d silently drink a cup of tea together before the 6:40 bus came.
A couple of times during her senior year I went into her room at night, the light off, but before she went to sleep. I’d sit on the edge of her bed, and she’d tell me about problems: a teacher who lowered her grade because she was too shy to talk in class, a boy who teased her, a friend who had started smoking. Her voice, coming out of the darkness, was young and questioning.
A few days later I’d hear her on the phone, repeating some of the things I had said, things she had adopted for her own.
But now we are having two kinds of partings. I want to say good-bye in a romantic way. For example, we can go to lunch and lean across the table and say how much we will miss each other. I want smiles through tears, bittersweet moments of memory and the chance to offer some last bits of wisdom.
But as she prepares to depart, Allie has hidden her feelings. When I reach to touch her arm, she pulls away. She turns down every invitation I extend. She lies on her bed, reading Emily Dickinson until I say I have always loved Emily Dickinson, and then she closes the book.
Some say the tighter your bond with your child, the greater her need to break away, to establish her own identity in the world. The more it will hurt, they say. A friend of mine who went through a difficult time with her daughter but now has become close to her again, tells me, “Your daughter will be back to you.”
“I don’t know,” I say. I sometimes feel so angry that I want to go over and shake Allie. I want to say, “Talk to me — or you’re grounded!” I feel myself wanting to say that most horrible of all mother phrases: “Think of everything I’ve done for you.”
Late one night, as I’m getting ready for bed she comes to the bathroom door and watches me brush my teeth. For a moment, I think I must be brushing my teeth in a way she doesn’t approve of. But then she says, “I want to read you something.” It’s a brochure from her college. “These are tips for parents.”
I watch her face as she reads the advice aloud: “ ‘Don’t ask your child if she is homesick,’ it says. ‘She might feel bad the first few weeks, but don’t let it worry you. This is a natural time of transition. Write her letters and call her a lot. Send a package of candies...’ ”
Her voice breaks, and she comes over to me and buries her head in my shoulder. I stroke her hair, lightly, afraid she’ll run if I say a word. We stand there together for long moments, swaying. Reconnecting.
I know it will be hard again. It’s likely there will be a fight about something. But I am grateful to be standing in here at midnight, both of us tired and sad, toothpaste spread on my chin, holding tight to—while also letting go of—my daughter who is trying to say good-bye.
1.Why is there a period of silence between the author and Allie one night?
A. Allie is tired of the author’s suggestions.
B. The author is angry with Allie’s rudeness.
C. Allie is anxious about talking about leaving.
D. The author is ready to adjust her way of parenting.
2.How did the author deal with the possible distance with Allie when Allie was in middle school?
A. She would chat with Allie till late at night.
B. She would invite Allie and her friends home.
C. She would visit Allie at school and take her out.
D. She would communicate with Allie by telephone.
3.It can be inferred from the passage that__________.
A. Allie is emotional and only has a few good friends
B. the author is not satisfied with the college Allie has chosen
C. there is a lack of communication between the author and Allie
D. there are different attitudes to parting between the author and Allie
4.What Allie reads to the author is__________.
A. the tips to parents on how to educate their children
B. the suggestion on how to deal with the generation gap
C. the tips to parents on when they depart with their children
D. the suggestion on how to ease the homesickness of children
5.The author doesn’t say anything to Allie when they are standing together because_________.
A. she can’t read Allie’s mind
B. she is afraid that Allie will leave
C. she is too excited to speak a word
D. she doesn’t know how to speak to Allie
6.From the underlined part in the last paragraph we can know that___________.
A. the tie between the author and Allie is broken
B. Allie doesn’t need the author’s care any more
C. the author expects Allie to live an independent life
D. the author will keep a close relationship with Allie as before
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科目:高中英語(yǔ) 來(lái)源:2013-2014學(xué)年浙江省臺(tái)州市高三下學(xué)期3月第一次高考模擬考試英語(yǔ)卷(解析版) 題型:單項(xiàng)填空
Mr. Brown repeated his words to his son, raising his voice a bit, but still no answer.
A. receivedB. receiving C. had received D. to receive
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科目:高中英語(yǔ) 來(lái)源:2013-2014學(xué)年浙江省五校高三第二次聯(lián)考英語(yǔ)試卷(解析版) 題型:閱讀理解
Can software bring dead tongues back to life? Probably yes.
A computer algorithm(計(jì)算程序)works almost as well as a trained linguist(語(yǔ)言學(xué)家) in reconstructing how dead "protolanguages" would have sounded, says a new study.
"Our computer system is doing a basic job right now," says Alex Bouchard-C?té, an assistant professor in the department of statistics at the University of British Columbia and lead author of the paper describing the algorithm. But the program does a good enough job that it may be able to give linguists a head start, the statistician added.
For centuries, scholars have reconstructed languages by hand: looking at the same word in two or more languages and making educated guesses about what that word's "ancestor" may have sounded like. For example, the Spanish word for man ("hombre") and the French word for man ("homme") developed from the Latin word "homo." The way linguists compare words from descendant(后代)languages to reconstruct the parent language is called, appropriately, the comparative method.
The early 19th-century linguist Franz Bopp was the first to compare Greek, Latin and Sanskrit using this method. Jacob Grimm, one of the Brothers Grimm of fairy tale fame, used the comparative method to show how Germanic languages developed from a common ancestor.
The difference between that and Bouchard-C?té's program, the statistician says, "is we do it on a larger scale." As a proof of concept, Bouchard-C?té fed words from 637 Austronesian languages (spoken in Indonesia, the Philippines, Malaysia and more) into the new algorithm, and the system came up with a list of what the ancestor words of all those languages would have sounded like. In more than 85 percent of cases, the automated reconstruction came within one character of the ancestor word commonly accepted as true by linguists.
The algorithm won't replace trained human linguists, but could speed up language analysis.
Using a computer to do large-scale reconstruction offers another advantage. Bouchard-C?té says, “With big data sets, you can really start finding regularities … You might find that certain sounds are more likely to change than others."
So Bouchard-C?té's team tested the "functional load hypothesis(假設(shè))," which says that sounds that are more important for two clearly different words are less likely to change over time. A formal test of this hypothesis in 1967 looked at four languages; Bouchard-C?té's algorithm looked at 637.
"The revealed pattern would not be obvious if we had not been able to reconstruct large numbers of protolanguages," Bouchard-C?té and his coauthors write in the new study.
In addition to simply helping linguists understand how people spoke in the past, studying ancient languages can perhaps answer historical questions. For example, Bouchard-C?té says, "Say people are interested in finding out when Europe was settled. If you can figure out if the language of the settling population had a word for wheel, then you can get some idea of the order in which things occurred, because you would have some records that show you when the wheel was invented.”
1.The underline word “protolanguages” in the first paragraph probably refers to __________.
A. the languages that couldn’t be reconstructed by hand
B. parent languages that existed in the past
C. languages developed from a common ancestor
D. languages used to explain things that occurred in the past
2.We can learn from the fourth and fifth paragraphs that the reconstruction of “protolanguage” by scholars __________.
A. is commonly accepted as false
B. dates back to the 19th century
C. focuses on European languages
D. is conducted using the comparative method
3.According to Bouchard-C?té, reconstructing the dead "protolanguages" might _______.
A. arouse people’s interest in when Europe was settled
B. allow us to find answers to some historical questions
C. enable us to picture the way linguists communicated
D. help figure out how the wheel was invented
4.The author probably wants to prove the computer algorithm program led by Bouchard-C?té ___________.
A. will bring every dead language back to life
B. can take the place of linguists in language analysis
C. is of great help to promote language analysis with big data sets
D. can merely reconstruct Asian-Pacific “protolanguages”
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科目:高中英語(yǔ) 來(lái)源:2013-2014學(xué)年浙江省五校高三第二次聯(lián)考英語(yǔ)試卷(解析版) 題型:單項(xiàng)填空
I’m hoping that John will let us have the car tonight; __________, I’m afraid we won’t be able to go out.
A. even ifB. if so C. what if D. if not
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科目:高中英語(yǔ) 來(lái)源:2013-2014學(xué)年浙江省五校高三第二次聯(lián)考英語(yǔ)試卷(解析版) 題型:單項(xiàng)填空
Supposing you _________ the lottery, what would you do with the money?
A. would win B. have won C. had won D. won
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科目:高中英語(yǔ) 來(lái)源:2013-2014學(xué)年河南省高三4月月考英語(yǔ)試卷(解析版) 題型:短文改錯(cuò)
假如英語(yǔ)課上老師要求同桌之間交換修改作文, 請(qǐng)你修改你同桌的以下作文。文中共有10處語(yǔ)言錯(cuò)誤, 每句中最多有兩處;每處錯(cuò)誤僅涉及一個(gè)單詞的增加, 刪除或修改。
增加: 在缺詞處加一個(gè)漏字符號(hào)(∧), 并在其下面寫出該加的詞。
刪除: 把多余的詞用斜線(\)劃掉。
修改: 在錯(cuò)的詞下劃—橫線, 并在該詞下面寫出修改后的詞。
注意: 每處錯(cuò)誤及其修改均僅限一詞。
There are many different signs in the public. They tell you what to do or what not to do in a place. Do you know what they exact mean? For example, if you go to see a film, you should enter the cinema at the ENTRANCE and leave for the EXIT. You will either find NO SMOKING signs in many cinemas. If you visit a museum, don’t take some photos inside the halls. You are not allowed. You will find NO PHOTOS signs in many museum. When you drive a car, don’t park in a street without a NO PARKING sign. Making sure you understood the signs and you won’t get into any trouble.
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科目:高中英語(yǔ) 來(lái)源:2013-2014學(xué)年河北省高三第一次模擬考試英語(yǔ)試卷(解析版) 題型:短文改錯(cuò)
書(shū)面表達(dá)(滿分25分)
注意:詞數(shù)為100左右。
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科目:高中英語(yǔ) 來(lái)源:2013-2014學(xué)年江西省協(xié)作體高三第二次聯(lián)考英語(yǔ)試卷(解析版) 題型:單項(xiàng)填空
______ of the parents has confirmed it was their child’s fault to be late for class, saying the school bus came later than usual.
A. Both B. Either C. None D. Neither
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