She talks as if he()everything in the world.A、 knewB、 knowC、 had known

题目

She talks as if he()everything in the world.

A、 knew

B、 know

C、 had known

相似考题

1.My car is not so fashionable as ( ).A. he'sB. heC. hisD. she

2.The young girl_____ fluent French.A. saysB. speaksC. talks

3.The child _________ fluent French.A. saysB. speaksC. talks

4.41_______A. knewB. sawC. showedD. made

参考答案和解析

参考答案：A

更多“She talks as if he()everything in the world.A、 knewB、 knowC、 had known ”相关问题

  • 第1题：

    I ______ the boy over there for years.

    A、knew

    B、will know

    C、have known

    D、known


    参考答案：C

  • 第2题：

    This is a girl． She’s (11) English girl． Her name's Becky．She's twelve． She’s in (12) 0f No．l Middle School in Beijing． She studies(学习) (13) in it． Mr Liu is ．her Chinese teacher．(14 ) name is Liu Yong． He-s a good teacher．He reaches(教)her Chinese very well． Her home ．(15) number is(010)65268559． He loves his students very much．

    Becky's father and mother (16) teachers． Her father is (17) Green．

    (18) works(l作) in Beijing now． He teaches us English． He (19) to work(20) his bike． He's our good English teacher and good friend．

    ( )11．

    A．a

    B．an

    C．the

    D．/


    正确答案：B
    11．B【解析】an用在“元音开头的形容词十单数名词”之前。

  • 第3题：

    在传染性肝炎流行区，确定肝炎的原因比较困难，如肝炎严重，肺结核又必须治疗，可考虑使用的方案为

    A.2SHE／10HE
    B.3SHE／9H
    C.1SHR／8HE
    D.2SHZ／10HZ
    E.4SHE／10HE

    答案：A
    解析：

  • 第4题：

    I suggest ______ in English in class.

    A: to talk

    B: talk

    C: talking

    D: talks


    参考答案：B

  • 第5题：

    【语言素材】
    Topic: My Friends
    A: She's short and thin. She has two big eyes. She's cute.
    B: What's her name? She's short and she has long hair. She has an orange schoolbag.
    C: It's me, Sarah.
    B: Guess! He's strong and he has two big eyes. He's very friendly.
    C: It's Zhang Peng.
    B: Who's he?
    C: Wu Yifan! He's tall and thin. He has glasses.
    Dialogue
    J: Mum, I have a new friend．
    M: Really? A Chinese friend?
    J: Yes, he's very friendly.
    M: What's his name?
    J: His name is Zhang Peng.
    J: Look! He's tall and strong.
    M: Yes, he is.
    【教学目标】
    ① Knowledge objectives:
    Students can recognize, read and use some adjectives about describing friends.
    Students can master the sentence pattern: What's his name? His name is ..., He's ...
    ② Ability objectives:
    Students can introduce friends to others by practicing the sentences.
    Students can improve their ability of speaking.
    ③ Emotional objectives:
    Students can find the beauty of others and learn to cherish friendship.
    【教学重点】
    Key words: tall, strong, short, thin, friendly, quiet
    Target language: What's his name? His name is ... He is ...
    【教学难点】
    How to use these words and sentences to introduce others?
    【教学实录】
    Step 1 Warming-up
    Greet the students.
    Ask the whole class to stand up, sing and act the song "Friend Together".
    Step 2 Leading-in
    Show the pictures of two cartoon figures: Peter and Lily.
    Tell students Peter is our friend, write "friend" on the blackboard, and ask students to greet Peter. Then tell them Peter and Lily are our friends, plus "s" in the blackboard． Students read "friends" 3 times.
    Lead in today's class and write down the topic "My Friends" on the blackboard．
    Step 3 Presentation and Practice
    ① Words learning and practice
    ...
    ② Sentence learning and practice
    ...
    Step 4 Consolidation
    ...
    Step 5 Summary & Homework
    One student acts as an assistant teacher to guide all the students to read the words and sentences together.
    Ask students to finish the following homework.
    ① Listen to the tape and read the dialogue.
    ② Introduce one classmate to your parents.

    (1)教学实录中的热身环节是否合理?请简要分析。
    (2)根据新课程理念，对教师导入环节的教学方法及作用进行分析。


    答案：
    解析：
    (1)合理。让学生唱歌并且随着歌曲动起来，符合小学生的特点，有助于活跃课堂气氛，调动学生的积极性。除此之外，歌曲内容跟本节课的主题一致，有助于接下来导入活动的顺利展开。
    (2)教师在导入环节运用了直观教学法。教师展示动画人物Peter和Lily的图片．通过这样直观的教学呈现，能激发学生的形象思维，引起学生对将要学习的知识的好奇心与求知欲。在展示图片后，教师对图片上的内容做进一步的说明，接着展示了本节课的主题。一步步推进，符合学生的心理特征与认知规律。

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