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How many places of interest are mentioned in the passage? __

题目
单选题
How many places of interest are mentioned in the passage? ______
A

Three.

B

Four.

C

Five.

D

Six.

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相似问题和答案

第1题：

Have you ever been to the place? You can see many places of interest there．（合并为一句）

Have you ever been to the place ________you can see many places of interest?


正确答案：
39. where

第2题：

Which of the following credit is not mentioned in the passage?

A．irrevocable

B．revocable

C．standby

D．confirmed


正确答案：C
解析：irrevocable credit是不可撤消信用证。revocable credit是可撤消信用证。confirmed credit保兑信用证。standby credit备用信用证。文中只提到了前三种信用证。

第3题：

How many dangerous sports does the author mention in this passage?

A． Three.

B． Five.

C． Six.

D． Seven.


正确答案：B
通读全文，容易知道作者在文中提到了斗熊、斗牛、赛车、拳击、斗狮五种危险体育活动。

第4题：

________will the discharging operations take?

A.How long

B.How length

C.How many times

D.How many shift


正确答案：A

第5题：

30．How many ways of travelling are mentioned(提到)in the passage?

A．Three

B．Four

C．Five

D．Six


正确答案：B
30.B【解析】分别在各段中可看出有by plane，by Train ,by sea ,by car四种。

第6题：

How many methods of settlement are mentioned in this passage when the British importer needs dollar to pay his American supplier?

A．Two.

B．One.

C．Three.

D．Several.


正确答案：B
解析：国际结算的方式有很多种，但文中提到的只有一种，即汇票。

第7题：

How many approaches are mentioned to define a narrative?

A．One.

B．Two.

C．Three.

D．Four.


正确答案：C
解析：细节理解题。由文章第二段中“Another”、“A third”可知定义故事的方法共有三种。

第8题：

From the passage, how many places have the name Valencia?

A. One.

B. Two.

C. Three.

D. Four.


正确答案：C
39．答案为C  此题为综合细节题。问题提出有几个地方的名字都是瓦伦西亚?在文章中数数可以知道一共是三处，故选C。

第9题：

Which of the following is NOT mentioned in the passage?

A．Da Vinci once stayed in France．

B．“Mona Lisa”is kept in the Louvre

C．The Louvre was once a church as well as a palace

D．The Louvre is a place of interest to different people from all over the world．


正确答案：C
根据文章第三、四段，卢浮宫曾经是城堡和国王的行宫，现在是旅游名胜但没有充当过教堂。根据文章倒数第二段可知达芬奇曾在法国呆过，他创作的名画“Mona Lisa”仍然在卢浮宫中珍藏。由此可以排除A、B、D三项。

第10题：

小学英语?阅读
一、考题回顾



二、考题解析
【教学设计】
Teaching aims:
Knowledge aim:
Students will master the meaning and usage of the structure “be doing” through reading the passage.
Ability aim:
Students will apply the “be doing” to communicate with each other in real situation.
Emotional aim:
Students will be more interest in learning English.
Key and difficult point:
Key Point: Students will master how to improve reading abilities through finding main idea and details.
Difficult Point: Students will apply the “be doing” to communicate with each other in real situation.
Teaching procedure:
Step 1: Warming-up
1. Greetings.
2. Play a riddle and students guess the animals, such as “long nose, big ears and strong body——elephant”, then lead to the topic of “let’s go to the zoo to see what animals are doing”.
Step 2: Pre-reading
1. According to the title, students have a prediction about what kinds of animals are mentioned in the passage.
Step 3: While-reading
1. Fast reading: students read the passage fast and figure out what kinds of animals are mentioned in the passage then make a list.
2. Careful reading: students read the passage carefully and answer the question: what are the animals doing? Then fill in the blanks.



1. How do you improve students’ interest in learning English?
2. What principle should you use in the post-reading step?


答案：
解析：
1.
In the process of English teaching, teachers should enrich the teaching approaches, not only teach students through "listening, speaking, reading", but also integrate situational teaching, so that students can feel the diversity of teaching and learning.
Besides, teachers can make use of the form of cooperative study and organize various practice activities in the classroom to create an atmosphere of mutual assistance and cooperation, so that students have positive sense of learning.
2.
First, we should persist in the communicative principle. In the production step of reading
class, students should be organized in groups to cultivate their speaking ability and communicative ability. In this way, we can reach the New Curriculum Standard.
Then, we should insist on the truth principle. That means we should provide more real materials that are closet to students’ real life, such as situation creation like what I did in this class. In this way, students’ interest can be aroused and they can apply what they’ve learned in real communication.

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