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leyetrealisticaboutteachingusageandmechanics……的答案...
le yet realistic about teaching usage and mechanics……的答案
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答案:
11.C.dilemma
12.A.looking
13.C.are assuming
14.B.holding off
15.C.vigilance
16.B.helping
17.D.and that
18.C.to attack
19.A.concerned about
20.B.saw to it that
附原题及选项:
Teachers of English who want to be responsible yet realistic about teaching usage and mechanics to today’s writing students face a chronic 11 . What should our priorities be? Should we insist that we distinguish between lie and lay or sit and sat, and that we use a singular pronoun after everybody? If we do, we risk 12 as if we 13 the posture of the protectors of pure English 14 the barbarians who will corrupt the language if we relax our 15 . On the other hand, if we take the attitude that 16 students to generate content and organize it in a coherent pattern should be our major goal 17 surface features are comparatively unimportant, we open ourselves 18 from readers who are genuinely 19 good English. There are people who claim that we are not doing our job. And they imply that in their day English teachers were a different breed who had standards and 20 no one left their classrooms without being able to write.
11.(A) matter (B) instruction (C) dilemma (D) failure
12.(A) looking (B) to look (C) in looking (D) for looking
13.(A) presume (B) regard (C) are assuming (D) are having
14.(A) turning off (B) holding off (C) calling off (D) taking off
15.(A) care (B) watch (C) vigilance (D) attention
16.(A) help (B) helping (C) be of help to (D) in helping
17.(A) and which (B) that (C) which (D) and that
18.(A) for attack (B) with attack (C) to attack (D) on attack
19.(A) concerned about (B) concerned to (C) concerned in (D) concerned on
20.(A) saw that (B) saw to it that (C) took it that (D) had it that
11.C.dilemma
12.A.looking
13.C.are assuming
14.B.holding off
15.C.vigilance
16.B.helping
17.D.and that
18.C.to attack
19.A.concerned about
20.B.saw to it that
附原题及选项:
Teachers of English who want to be responsible yet realistic about teaching usage and mechanics to today’s writing students face a chronic 11 . What should our priorities be? Should we insist that we distinguish between lie and lay or sit and sat, and that we use a singular pronoun after everybody? If we do, we risk 12 as if we 13 the posture of the protectors of pure English 14 the barbarians who will corrupt the language if we relax our 15 . On the other hand, if we take the attitude that 16 students to generate content and organize it in a coherent pattern should be our major goal 17 surface features are comparatively unimportant, we open ourselves 18 from readers who are genuinely 19 good English. There are people who claim that we are not doing our job. And they imply that in their day English teachers were a different breed who had standards and 20 no one left their classrooms without being able to write.
11.(A) matter (B) instruction (C) dilemma (D) failure
12.(A) looking (B) to look (C) in looking (D) for looking
13.(A) presume (B) regard (C) are assuming (D) are having
14.(A) turning off (B) holding off (C) calling off (D) taking off
15.(A) care (B) watch (C) vigilance (D) attention
16.(A) help (B) helping (C) be of help to (D) in helping
17.(A) and which (B) that (C) which (D) and that
18.(A) for attack (B) with attack (C) to attack (D) on attack
19.(A) concerned about (B) concerned to (C) concerned in (D) concerned on
20.(A) saw that (B) saw to it that (C) took it that (D) had it that
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