I’m Mr．Parker to you, and ________ you forget it!


  1. A.
    do
  2. B.
    didn’t
  3. C.
    did
  4. D.
    don’t
D
在保留主語(yǔ)you的祈使句的否定句中，don’t要放在主語(yǔ)之前，并且要重讀，句末常用感嘆號(hào)。
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科目：高中英語(yǔ) 來(lái)源： 題型：

Tara:This is Tara Patel from Cotton House in Kidderminster. Could I speak to Mr Smith, please?

Mr Smith:______

A.Hello.

B.I’m Mr Smith.?

C.Who are you?

D.Speaking.?

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科目：高中英語(yǔ) 來(lái)源：2012屆甘肅省甘谷一中高三第二次檢測(cè)英語(yǔ)試卷（帶解析） 題型：閱讀理解

A year after graduation, I was offered a position teaching a writing class. Teaching was a profession I had never seriously considered, though several of my stories had been published. I accepted the job without hesitation, as it would allow me to wear a tie and go by the name of Mr. Davis. My father went by the same name, and I liked to imagine people getting the two of us confused. “Wait a minute,” someone might say, “are you talking about Mr. Davis the retired man, or Mr. Davis the respectable scholar?”
The position was offered at the last minute, and I was given two weeks to prepare, a period I spent searching for briefcase (公文包) and standing before my full-length mirror, repeating the words, “Hello, class. I’m Mr. Davis.” Sometimes I would give myself an aggressive voice. Sometimes I would sound experienced. But when the day eventually came, my nerves kicked in and the true Mr. Davis was there. I sounded not like a thoughtful professor, but rather a 12-year-old boy.
I arrived in the classroom with paper cards designed in the shape of maple leaves. I had cut them myself out of orange construction paper. I saw nine students along a long table. I handed out the cards, and the students wrote down their names and fastened them to their breast pockets as I required.
“All right then,” I said. “Okay, here we go.” Then I opened my briefcase and realized that I had never thought beyond this moment. I had been thinking that the students would be the first to talk, offering their thoughts and opinions on the events of the day. I had imagined that I would sit at the edge of the desk, overlooking a forests of hands. Every student would yell. “Calm down, you’ll all get your turn. One at a time, one at a time!”
A terrible silence ruled the room, and seeing no other opinions, I inspected the students to pull out their notebooks and write a brief essay related to the theme of deep disappointment.
【小題1】The author took the job to teach writing because ______.

A．he wanted to be expected
B．he had written some storied
C．he wanted to please his father
D．he had dreamed of being a teacher
【小題2】What can we learn about the author from Paragraph 2 ?
A．He would be aggressive in his first class.
B．He was well-prepared for his first class.
C．He got nervous upon the arrival of his first class.
D．He waited long for the arrival of his first class.
【小題3】Before he started his class, the author asked the students to ______.
A．write down their suggestions on the paper cards
B．cut maple leaves out of the construction paper
C．cut some cards out of the construction paper
D．write down their names on the paper cards
【小題4】What did the students do when the author started his class?
A．They began to talk.B．They stayed silent.
C．They raised their hands.D．They shouted to be heard.
【小題5】The author chose the composition topic probably because ______.
A．he got disappointed with his first class
B．he had prepared the topic before class
C．he wanted to calm down the students
D．he thought it was an easy topic

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科目：高中英語(yǔ) 來(lái)源：2011-2012學(xué)年黑龍江省哈爾濱市高三第二次模擬考試英語(yǔ)試卷（解析版） 題型：短文改錯(cuò)

假定英語(yǔ)課上英語(yǔ)老師要求同桌之間互相修改作文，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。錯(cuò)誤涉及一個(gè)單詞的增加、刪除或修改。

刪除：把多余的詞用斜線（\）劃掉。

增加：在缺詞處加一個(gè)漏字符號(hào)（∧），并在該詞下面寫出該加的詞。

修改：在錯(cuò)的詞下劃一橫線，在該詞下面寫出修改后的詞。

注意：1、每處錯(cuò)誤及修改均僅限一詞。

2、只允許修改10處，多者（從11處起）不計(jì)分。

Boys and girls, welcome to Elite Secondary School! I’m Mr. Green, in charge of this school. I’d like to introduce you to various aspect of our school, from our history to our buildings and activities. Elite Secondary School set up in 1960. In the past fifty years, Elite had experienced a lot of changes and developments. Our school finally decided to move to Aberdeen in 1990, due to the lack of the space. The school campus now was almost three times larger than the previous one. We even have three libraries which are available with all the teachers and students. As for laboratories, they have two Physics labs, two Chemistry labs, and a Biology lab which was established last year. Students here always have an enjoyable time at school because there is a widely range of extra-curricular activities for them to choose. We try to provide as much activities for our students as possible. Elite Secondary School is committed to providing the highest level of education to the children. Thank you for your time.

 

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科目：高中英語(yǔ) 來(lái)源：2011-2012學(xué)年甘肅省高三第二次檢測(cè)英語(yǔ)試卷（解析版） 題型：閱讀理解

A year after graduation, I was offered a position teaching a writing class. Teaching was a profession I had never seriously considered, though several of my stories had been published. I accepted the job without hesitation, as it would allow me to wear a tie and go by the name of Mr. Davis. My father went by the same name, and I liked to imagine people getting the two of us confused. “Wait a minute,” someone might say, “are you talking about Mr. Davis the retired man, or Mr. Davis the respectable scholar?”

   The position was offered at the last minute, and I was given two weeks to prepare, a period I spent searching for briefcase (公文包) and standing before my full-length mirror, repeating the words, “Hello, class. I’m Mr. Davis.” Sometimes I would give myself an aggressive voice. Sometimes I would sound experienced. But when the day eventually came, my nerves kicked in and the true Mr. Davis was there. I sounded not like a thoughtful professor, but rather a 12-year-old boy.

   I arrived in the classroom with paper cards designed in the shape of maple leaves. I had cut them myself out of orange construction paper. I saw nine students along a long table. I handed out the cards, and the students wrote down their names and fastened them to their breast pockets as I required.

   “All right then,” I said. “Okay, here we go.” Then I opened my briefcase and realized that I had never thought beyond this moment. I had been thinking that the students would be the first to talk, offering their thoughts and opinions on the events of the day. I had imagined that I would sit at the edge of the desk, overlooking a forests of hands. Every student would yell. “Calm down, you’ll all get your turn. One at a time, one at a time!”

   A terrible silence ruled the room, and seeing no other opinions, I inspected the students to pull out their notebooks and write a brief essay related to the theme of deep disappointment.

1.The author took the job to teach writing because ______.

   A. he wanted to be expected

   B. he had written some storied

   C. he wanted to please his father

   D. he had dreamed of being a teacher

2.What can we learn about the author from Paragraph 2 ?

   A. He would be aggressive in his first class.

   B. He was well-prepared for his first class.

   C. He got nervous upon the arrival of his first class.

   D. He waited long for the arrival of his first class.

3.Before he started his class, the author asked the students to ______.

   A. write down their suggestions on the paper cards

   B. cut maple leaves out of the construction paper

   C. cut some cards out of the construction paper

   D. write down their names on the paper cards

4.What did the students do when the author started his class?

   A. They began to talk.        B. They stayed silent.

   C. They raised their hands.     D. They shouted to be heard.

5.The author chose the composition topic probably because ______.

   A. he got disappointed with his first class

   B. he had prepared the topic before class

   C. he wanted to calm down the students

   D. he thought it was an easy topic

 

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科目：高中英語(yǔ) 來(lái)源：2011-2012學(xué)年江西省高三周考英語(yǔ)試題 題型：單項(xiàng)填空

A year after graduation, I was offered a position teaching a writing class. Teaching was a profession I had never seriously considered, though several of my stories had been published. I accepted the job without hesitation, as it would allow me to wear a tie and go by the name of Mr. Davis. My father went by the same name, and I liked to imagine people getting the two of us confused. “Wait a minute,” someone might say, “are talking about Mr. Davis the retired man, or Mr. Davis the respectable scholar?”

The position was offered at the last minute, and I was given two week to prepare, a period I spent searching for a briefcase and standing before my full-length mirror, repeating the words, “Hello, class, I’m Mr. Davis.” Sometimes I would give myself an aggressive voice. Sometimes I would sound experienced. But when the day eventually came, my nerves kicked in and the true Mr. Davis was there. I sounded not like a thoughtful professor, but rather a 12-year-old boy.

I arrived in the classroom with paper cards designed in the shape of maple leaves. I had cut them myself out of orange construction paper. I saw nine students along a long table. I handed out the cards, and the students wrote down their names and fastened them to their breast pockets as I required.

“All right then,” I said. “Okay, here we go.” Then I opened my briefcase and realized that I had never thought beyond this moment. I had been thinking that the students would be the first to talk, offering their thoughts and opinions on the events of the day. I had imagined that I would sit on the edge of the desk, overlooking a forest of raised hands. Every student would shout to be heard, and I would knock on something in order to silence them. I would yell, “Calm down, you’ll all get your turn. One at a time, one at a time!”

A terrible silence ruled the room, and seeing no other opinions, I instructed the students to pull out their notebooks and write a brief essay related to the theme of deep disappointment.

1.The author took the job to teach writing because______________.

A．he wanted to be respected

B．he had written some stories

C．he wanted to please his father

D．he had dreamed of being a teacher

2.What can we learn about the author from Paragraph 2?

A．He would be aggressive in his first class.

B．He was well-prepared for his first class.

C．He got nervous upon the arrival of his first class.

D．He waited long for the arrival of his first class.

3.Before he started his class, the author asked the students to_______.

A．write down their suggestions on the paper cards

B．cut maple leaves out of the construction paper

C．cut some cards out the construction paper

D．write down their names on the paper cards

4. What did the students do when the author started his class?

A．They began to talk.

B．They stayed silent.

C．They raised their hands.

D．They shouted to be heard.

5.The author chose the composition topic probably because________.

A．he got disappointed with his first class

B．he had prepared the topic before class.

C．he wanted to calm down the students

D．he thought it was an easy topic

 

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