上海牛津版英語反義疑問句專項練習

上海牛津版英語《反義疑問句》專項練習a.isntit b.hadntyou c.wouldntyou d.won’tyouIsupposeyou’renotgoingtoday,?a.areyou b.doyou c.don’tyoud.arentyouIwishtoshakehandswithyou,?a.shall b.mayI c.doI d.willIThreehoursoughttobeenoughtime,?a.oughtn’tthreehoursb.didn’ttheyc.shouldn’titd.shouldn’tthreehoursTheyhavetostudyalot,?a.don’ttheyb.haven'ttheyc.didtheyd.hadn’ttheyWhenthecarcrashed,yourbrotherescapedbeinghurt,didn’thedidn’thedidhediditd.didn’titI'msuredirty,?a.amI b.isn’tI c.aren’tI d.amnotIYouseemtobedissatisfiedwithyourpresentpost.Idon'tthinkyoujudgedyourabilityobjectivelywhenyouappliedforit,you?a.dob.didc.don’t d.didn’tThat?sthesortofthebookyouwant,?a.isit d.isn’tthatc.isthatd.isn’titAllthesedictionariesareagreathelptoyou,?a.arethey b.aren’ttheyc.areallthesedictionariesd.aren’tallthesedictionaries11.Themoviethatwesawlastweekwasquiteinteresting,wasn'titwasitdidn'twewerentwe12.Tomhasbeenwritinglettersallafternoon,butheshouldhavefinishedwasn'titwasitdidn'twewerentwe12.Tomhasbeenwritinglettersallafternoon,butheshouldhavefinishedthembynow,a.hasn'thehasheshouldn'thedidn'tyou13.DavidtoldmethatyouwouldtakeatriptoAmerica,you13.DavidtoldmethatyouwouldtakeatriptoAmerica,wouldyouwouldn'tyouwouldyouwouldn'tyoudidyoudidn'tyou.Thereappearedtobenobetterway,wasthereweretheredidthered.didwasthereweretheredidthered.didn’tthere.YouhassometroublefindingwhereIlive,didn'tyouhadndidn'tyouhadn'tyoudoIdon’t.Hehashishaircuteverymonth,hehashehasn'thedoeshedoesn't17.Yourfriendneedstocomeearlier,hehashehasn'thedoeshedoesn't17.Yourfriendneedstocomeearlier,doeshedoesn'theneedhed.needn?the.Thelittleboydarenotgotochurch,darehedaren'thedarehedaren'thedoeshed.doesn?the.Susan'dhaveworkedabroadifshe'dhadthechance,shehasshehadn'tshehasshehadn'tshewouldshewouldn't.Everyone'shavingagoodtime,

a.isheb.isnteveryonec.doeshed.arentthey.Anyonecanjointheclub,?a.cananyoneb.can’tanyonec.can’ttheyd.canthey.Tellmehowtooperatetheelectroniccomputer,?a.willyoub.shan’tyouc.doyoud.don’tyou23.MagaretscarcelycomestovisityouonChristmasDay,?a.doesn’tsheb.doesshec.doyoud.don’tyou.Let'slistentotheradioprogramthattheteachermentioned,c.shallwed.shanc.don’c.shallwed.shanc.don’tyoud.dotwe.Youthinkyou'refunny,?a.didn’tyoub.areyouyou.Janetusedtotakepartinlaborinthatvillage,?a.usedsheb.didshec.didn’tshed.shouldshe.Whatbeautifulweather,?a.isitb.isn’titc.won’titd.doesn’tit.HeoughttogotoKwangchowbyplane,?a.shouldheb.shouldn’thec.wouldhed.wouldn’the.Weneverdaredtoaskhimaquestion,?twe30.a.didweb.didn’twec.daredwed.daren’twe30.Nobodywillbelievehowdifficulthisworkhasbeena.willheb.wontnobodyc.willtheyd.wontthey31.Youmusthavemadethemistake,?a.mustn'tyoub.haven'tyouc.didn'tyoud.hadn’tyou.Learninghowtorepaircomputerstakesalongtime,?a.isn?titb.aren?ttheyc.doesn'titd.don'tthey.Jackhascoffeewithbreakfast,?a.hasn?tJackb.hasn?thec.doesn'tJackd.doesn’the.Theymusthavestayedathotellastnight,?a.mustn’ttheyb.haven’ttheyc.didn’ttheyd.hadn’tthey.Thereisn'tanythingwrongwiththeradio,?a.isthereb.isitc.doesit d.doesthere.Youmustbehungry,?a.mustyoub.mustn'tyouc.areyoud.aren’tyou.Let'sdotheexercisesbyourselves,?a.shallweb.shan’twec.willyoud.willwe.Herdaughterhadthecarpetsandcurtainscleaned,?a.hadsheb.hadn’tshec.didn’tshed.didn’therdaughter.Theteacherhadatalkwithyou,?a.hasyoub.hadn’tshec.didshed.didn’tshe40.Something'llhavetobedoneabouttheairpollution,?a.wontitb.willitc.hasitd.doesitLindaatenothingthismorning,?A.didn?tsheB.wassheC.didsheD.wasn’tsheThere'shardlymilkinthebottle,there?A.no,isn'tB.some,isC.little,isn'tD.any,isHehasneverriddenahorsebefore,?要練說，得練聽。聽是說的前提，聽得準確，才有條件正確模仿，才能不斷地掌握高一級水平的語言。我在教學中，注意聽說結(jié)合，訓練幼兒聽的能力，課堂上，我特別重視教師的語言，我對幼兒說話，注意聲音清楚，高低起伏，抑揚有致，富有吸引力，這樣能引起幼兒的注意。當我發(fā)現(xiàn)有的幼兒不專心聽別人發(fā)言時，就隨時表揚那些靜聽的幼兒，或是讓他重復別人說過的內(nèi)容，抓住教育時機，要求他們專心聽，用心記。平時我還通過各種趣味活動，培養(yǎng)幼兒邊聽邊記，邊聽邊想，邊聽邊說的能力，如聽詞對詞，聽詞句說意思，聽句子辯正誤，聽故事講述故事，聽謎語猜謎底，聽智力故事，動腦筋，出主意，聽兒歌上句，接兒歌下句等，這樣幼兒學得生動活潑，輕松愉快，既訓練了聽的能力，強化了記憶，又發(fā)展了思維，為說打下了基礎(chǔ)。A.doesheB.hasheC.hasn’theD.doesnthe—Heseldomcamehere,?—Yessir.A.didn’theB.doesheC.doesn’theD.didheEverythingseemsallright,?A.doesitB.don’ttheyC.won’titD.doesn'titNobodywasabsentfromthemeeting,?A.wasitB.weretheyC.wasn’theD.weren’ttheyOnecan'tbetoomodest,can?A.oneB.heC.itD.weNoonefailedintheexam,?A.washeB.didoneC.didtheyD.didn'theI’malittlelateforclass,I?

死記硬背是一種傳統(tǒng)的教學方式,在我國有悠久的歷史。但隨著素質(zhì)教育的開展，死記硬背被作為一種僵化的、阻礙學生能力發(fā)展的教學方式漸漸為人們所摒棄;而另一方面，老師們又為提高學生的語文素養(yǎng)煞費苦心。其實,只要應用得當，''死記硬背〃與提高學生素質(zhì)并不矛盾。相反,它恰是提高學生語文水平的重要前提和基礎(chǔ)。A.amn’tB.amnotC.isn?tD.ain’NeitheryounorIamaartist,?這個工作可讓學生分組負責收集整理，登在小黑板上，每周一換。要求學生抽空抄錄并且閱讀成誦。其目的在于擴大學生的知識面，引導學生關(guān)注社會，熱愛生活，所以內(nèi)容要盡量廣泛一些，可以分為人生、價值、理想、學習、成長、責任、友誼、愛心、探索、環(huán)保等多方面。如此下去除假期外，一年便可以積累40多那么材料。如果學生的腦海里有了眾多的鮮活生動的材料,寫起文章來還用亂翻參考書嗎?A.amIB.aren?tweC.areweD.ai