Never before      seen anybody who can play tennis as well as Robert.


  1. A.
    had she
  2. B.
    she had
  3. C.
    has she
  4. D.
    she has
C
句意為：她從來沒見過有人能像Robert一樣網(wǎng)球打得棒。置首詞never （永遠不/沒）含否定意義。所以主干謂語實施部分倒裝。另外，整句講的是現(xiàn)在的一種情況。且anybody的定語從句謂語can play用的是一般現(xiàn)在時。所以A項不選。
【考點定位】考查倒裝的用法。根據(jù)語法習慣，含否定意義詞放在句首，主干謂語需部分倒裝。
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科目：高中英語 來源：廣東省中山一中2010屆高三第八次模擬考試試題（英語） 題型：寫作題


第二節(jié)讀寫任務（共1小題，滿分25分）
閱讀下面的短文，然后按照要求寫一篇150詞左右的英語短文。
Every activity of our lives is communication of a sort, but it is through speech that man asserts his distinctness from other forms of life. He alone, of all animals, has the gift of verbal communication and it is through the quality of his speech that he best expresses his own individuality , his essence. When he is unable to say clearly what he means, through either nervousness, timidity, or foggy thought-processes, his personality is blocked off, dimmed out, and misunderstood.
Business, social, and personal satisfaction depend heavily upon a person’s ability to communicate clearly to his fellow men what he is, what he desires, and what he believes in. And now, as never before , in an atmosphere of international tensions, fears, and insecurities, we need the channels of communication between peoples kept open. It is my hope that The Quick and Easy Way to Effective Speaking will be helpful in all these ways, both to those who wish simply to function with greater ease and self-confidence in practical pursuits, and to those who wish to express themselves more completely as individuals seeking a deeper personal fulfillment.
--- Dorothy Carnegie，Introduction to The Quick and Easy Way to Effective Speaking
【寫作內容】
1．用大約30個詞概括原文內容。
2．然后用大約120個詞表達自己對“溝通”的看法，內容包括：
（1）人們之間溝通的重要性
（2）用自己或他人的事例說明缺乏溝通可能造成誤解甚至損失。
【寫作要求】
1．作文中可使用自己親身經(jīng)歷或虛構的故事支持你的觀點，也可以參照閱讀材料的內容,
但不得直接引用原文中的句子；
2．作文中不能出現(xiàn)真實姓名和學校名稱。
【評分標準】概括準確，語言規(guī)范，內容合適，篇章連貫。

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科目：高中英語 來源：2015屆四川省高一下學期期中考試英語試卷（解析版） 題型：閱讀理解

Franz Kafka wrote that “a book must be the ax (斧子) for the frozen sea inside us. ”I once shared this sentence with a class of seventh graders, and it didn’t seem to require any explanation.

We’d just finished John Steinbeck’s novel Of Mice and Men. When we read the end together out loud in class, my toughest boy, a star basketball player, wept a little, and so did I. “Are you crying?” one girl asked, as she got out of her chair to take a closer look. “I am,” I told her, “and the funny thing is I’ve read it many times.”

But they understood. When George shoots Lennie, the tragedy is that we realize it was always going to happen. In my 14 years of teaching in a New York City public middle school, I’ve taught kids with imprisoned parents, abusive parents, irresponsible parents; kids who are parents themselves; kids who are homeless; kids who grew up in violent neighborhoods. They understand, more than I ever will, the novel’s terrible logic—the giving way of dreams to fate (命運).

For the last seven years, I have worked as a reading enrichment teacher, reading classic works of literature with small groups of students from grades six to eight. I originally proposed this idea to my headmaster after learning that a former excellent student of mine had transferred out of a selective high school—one that often attracts the literary-minded children of Manhattan’s upper classes—into a less competitive setting. The daughter of immigrants, with a father in prison, she perhaps felt uncomfortable with her new classmates. I thought additional “cultural capital” could help students like her develop better in high school, where they would unavoidably meet, perhaps for the first time, students who came from homes lined with bookshelves, whose parents had earned Ph. Ds.

Along with Of Mice and Men, my groups read: Sounder, The Red Pony, Lord of the Flies, Romeo and Juliet and Macbeth. The students didn’t always read from the expected point of view.   About The Red Pony, one student said, “it’s about being a man, it’s about manliness.”I had never before seen the parallels between Scarface and Macbeth, nor had I heard Lady Macbeth’s soliloquies (獨白) read as raps (說唱), but both made sense; The interpretations were playful, but serious. Once introduced to Steinbeck’s writing, one boy went on to read The Grapes of Wrath and told me repeatedly how amazing it was that “all these people hate each other, and they’re all white.” His historical view was broadening, his sense of his own country deepening. Year after year, former students visited and told me how prepared they had felt in their first year in college as a result of the classes.

Year after year, however, we are increasing the number of practice tests. We are trying to teach students to read increasingly complex texts, not for emotional punch (碰撞) but for text complexity. Yet, we cannot enrich (充實) the minds of our students by testing them on texts that ignore their hearts. We are teaching them that words do not amaze but confuse. We may succeed in raising test scores, but we will fail to teach them that reading can be transformative and that it belongs to them.

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C．a(chǎn)rgue for equality among high school students

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科目：高中英語 來源：20102011年浙江省杭州外國語學校高二期中考試英語試卷 題型：閱讀理解

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That's why，despite all the technology that makes communicating easier than ever，2010 was the Year We Stopped Talking to One Another. From texting at dinner to posting on Facebook from work or checking e-mail while on a date，the connectivity revolution is creating a lot of divided attention，not to mention social anxiety. Many analysts say it's time to step back and reassess.

‘What we’re going to see in the future is new opportunities for people to be plugged in and connected like never before,’ says Scott Campbell. ‘It can be a good thing，but I also see new ways the traditional social fabric (社會結構) is getting somewhat torn apart.’

Our days are filled with beeps and pings·----many of which pull us away from tasks at hand or face-to-face conversations. We may feel that the distractions are too much，but we can’t seem to stop posting，texting or surfing.

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‘Our human purposes are to really have connections with people,’ she says. ‘We have to reclaim it. It’s not going to take place by itself.’

 

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    C. 2010: The year technology replaced talking.     

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    D. Many analysts speak highly of the wide popularity of mobile devices.

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科目：高中英語 來源：0910學年河南省高一上學期第一次考試英語卷 題型：閱讀理解

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Overseas assignments are becoming increasingly important to advancement within executive(行政的) ranks. The executive stationed in another country no longer need fear being “out of sight and out of mind.” He or she can be sure that the overseas effort is central to the company’s plan for success, and that promotions often follow or accompany an assignment abroad. If an employee can succeed in a difficult assignment overseas, superior will have greater confidence in his or her ability to cope back in the United States where cross-cultural considerations and foreign language issues are becoming more and more common.

Thanks to a variety of relatively inexpensive communications devices with business applications, even small businesses in the United States are able to get into international markets.

English is still the international language of business. But there is an ever-growing need for people who can speak another language. A second language isn’t generally required to get a job in business, but having language skills gives a candidate(候選人) the edge when other qualifications appear to be equal.

The employee posted abroad who speaks the country’s principal language has an opportunity to fast-forward certain negotiations, and can have the cultural insight to know when it is better to move more slowly. The employee at the home office who can communicate well with foreign clients(客戶) over the telephone or by fax machine is an obvious asset to the firm.

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A. being unable to think properly for lack of insight

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D. leaving all care and worry behind

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A. Connections with businesses overseas.     B. Ability to speak the client’s language.

C. Technical know-how.                                   D. Business experience.

 

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科目：高中英語 來源：0910學年廣東省湛江市高一第一學期期末考試 題型：閱讀理解

 

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D. It makes it difficult to access files.

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