I _____ watch foreign movies in my spare time ,but I appreciate Chinese ones occasionally at home


  1. A.
    nearly
  2. B.
    mostly
  3. C.
    almost
  4. D.
    partly
B
試題分析:考查副詞詞義的區(qū)分和語境理解。句義:在閑暇時間里我主要是看外國電影,但是我偶爾在家里看國產(chǎn)電影。A. nearly將近,幾乎 B. mostly主要是,大部分是  C. almost  幾乎D. partly部分地,根據(jù)關(guān)鍵詞but 確定前后句之間是轉(zhuǎn)折關(guān)系,occasionally偶爾相對的轉(zhuǎn)折關(guān)系副詞當然是mostly,所以B正確。
考點:考查副詞詞義的區(qū)分和語境理解。
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科目:高中英語 來源:2012年普通高等學校招生全國統(tǒng)一考試重慶卷英語 題型:050

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  To take the apple as a forbidden fruit is the most unlikely strory the Christians(基督教徒)ever cooked up.For them, the forbidden fruit from Eden is evil(邪惡的).So when Colu brought the tomato back from South America, a land mistakenly considered to be eden, ever jumped to be the obvious conclusion.Wrongly taken as the apple of Eden, the tomato was shut o the door of Europeans.

  What made it particularly terrifying was its similarity to the mandrake, a plant that was the to have come from Hell(地獄).What earned the plant its awful reputation was its roots w looked like a dried-up human body occupied by evil spirits.Tough the tomato and the man were quite different except that both had bright red or yellow fruit, the general population consio them one and the same, to terrible to touch.

  Cautious Europeans long ignored the tomato, and until the early 1700s most of the We people continued to drag their feet.In the 1880s, the daughter of a well-known plant expert that the most interestinig part of an afternoon tea at her father's house had been the “introduction this wonderful new fruit-or is it a vegetable?”As late as the twentieth century some writers classed tomatoes with mandrakes as an”evil fruit”.

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(1)

The tomato was shut out of the door of early Europeans mainly because ________.

[  ]

A.

it made Christive evil

B.

it was the apple of Eden

C.

it came from a forbidden land

D.

it was religiously unacceptable

(2)

What can we infer the underlined part in Paragraph 3?

[  ]

A.

The process of ignoring the tomato slowed down

B.

There was little pregress in the study of the tomato

C.

The tomato was still refused in most western countries

D.

Most western people continued to get rid of the tomato

(3)

What is the main reason for Robert Johnson to eat the tomato Publicly?

[  ]

A.

To manke imself a hero

B.

To remove people's fear of the tomaoto

C.

To speed up the popularityt of the tomato

D.

To persuade people to buy products fo\rom his factory

(4)

What is the main purpose of the passage?

[  ]

A.

To challenge people's fixed concept of the tomato

B.

To give an explanation to people's dislike of the tomato

C.

To present the change of people's attitudes to the tomato

D.

To show the process of freeing the tomato from religious influence

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科目:高中英語 來源:2011年普通高等學校招生全國統(tǒng)一考試英語試題新課標卷 題型:054

完形填空

  In our discussion with people on how education can help them succeed in life, a woman remembered the first meeting of an introductory   1   course about 20 years ago.

  The profedssor   2   the lecture hall, placed upon his desk a large jar filled with dried beans(豆), and inbited the students to   3   how many beans the jar contained.After   4   shouts of wildly wrong guesses the professor smiled a thin, dry smile, announced the   5   answer, and went on saying, ”You have just   6   an important lesson about science.That is Never   7   your own senses.”

  Twenty years later, the   8   could guess what the professor had in mind.He   9   himself, perhaps, as inviting his students to start an exciting   10   into an unknown world Invisible(無形的)to the   11  , which can be discovered only through scientific   12  .But the seventeen-year-old girl could not accept or even   13   the invitattion.She was just   14   to understand the world.And she   15   that her firsthand experience could be tne   16  .The professor, however, said that it was   17  .he was taking away her only   18   for knowing and was providing her with no substitute.“I remember feeling small and   19  , ”the women says, “and I did the only thing I could do.I   20   the course that afternoon, and I haven’t gone near science since.”

(1)

[  ]

A.

art

B.

history

C.

science

D.

math

(2)

[  ]

A.

searched fo

B.

looked at

C.

got through

D.

marched into

(3)

[  ]

A.

count

B.

guess

C.

report

D.

watch

(4)

[  ]

A.

warning

B.

giving

C.

turning away

D.

listening to

(5)

[  ]

A.

ready

B.

possible

C.

correct

D.

difficult

(6)

[  ]

A.

learned

B.

prepared

C.

taught

D.

taken

(7)

[  ]

A.

lose

B.

trust

C.

sharpen

D.

show

(8)

[  ]

A.

lecturer

B.

scientist

C.

speaker

D.

woman

(9)

[  ]

A.

described

B.

respected

C.

saw

D.

served

(10)

[  ]

A.

voyage

B.

movement

C.

change

D.

rush

(11)

[  ]

A.

professor

B.

eye

C.

knowledge

D.

light

(12)

[  ]

A.

model

B.

senses

C.

spint

D.

methods

(13)

[  ]

A.

hear

B.

make

C.

present

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refuse

(14)

[  ]

A.

suggesting

B.

beginning

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pretending

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waiting

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[  ]

A.

believed

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doubted

C.

proved

D.

explained

(16)

[  ]

A.

growth

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strength

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faith

D.

truth

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[  ]

A.

firm

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intersting

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wrong

D.

acceptable

(18)

[  ]

A.

task

B.

tool

C.

success

D.

connection

(19)

[  ]

A.

cruel

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pround

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frightened

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brave

(20)

[  ]

A.

dropped

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started

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passed

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missed

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