The cruelty of the Germans towards the Jews and    of the Japanese towards their prisoners, filled       with horror.

A．those; someone           B．that; everyone

C．it; no one    D．this; anyone

 

【答案】

B

【解析】

試題分析：考查代詞：句意：德國人對猶太人的殘忍和日本人對囚犯的殘忍使每個人都充滿了恐懼。第一空用that 替代前面的不可數(shù)名詞cruelty ; 第二空是：這種殘酷使每個人都充滿了恐懼。用everyone，故選B。

考點：考查代詞用法

點評：代詞的詞義辨析考查的較為細(xì)致：One 指代可數(shù)名詞單數(shù)，表示泛指；其特質(zhì)形式為the one。It指代上文出現(xiàn)的同一事物；that指代可數(shù)名詞單數(shù)，或者不可數(shù)名詞，后面必須有定語修飾。其復(fù)數(shù)形式為those，同樣后面也應(yīng)該有定語修飾。

 

練習(xí)冊系列答案
相關(guān)習(xí)題

科目：高中英語 來源：山東省日照市2012屆高三5月階段訓(xùn)練英語試題(B卷) 題型：050

閱讀理解

　　The Gunpowder Plot was conspiracy(陰謀)to kill King James I, as well as the members of the House of Lords and Commons at the re-opening of Parliament．It was designed by a group of Catholics in protest against the anti-Catholic laws that were being introduced by the king．

　　Robert Catesby was the leader of the group．It was he and his cousin, Thomas Wintour, and two other friends, Thomas Percy and John Wright, who formed the center of the group．They were joined by nine more men; among them was Guy Fawkes, from the city of York in the north of England．

　　Fawkes found a store room directly under the House of Lords and rented it out under the false name of John Johnson．The conspirators stored thirty-six barrels of gunpowder there, and Fawkes, who was an explosives expert, was to light the fuses(引信)on 5th November 1605．

　　The plot failed because one of the conspirators, Francis Tresham, sent a letter to his relative, who was a member of the House of Lords．The letter warned him not to attend the opening ceremony of Parliament．The letter was passed on to the authorities, who took action．

　　Guy Fawkes was found in the cellar on the night of 4th November with the thirty-six barrels and a number of fuses．He was imprisoned and ill-treated, eventually giving away the names of the conspirators．

　　Soldiers of the king surrounded Holbeach House, in the Midlands, where they knew the conspirators to be hiding．In the fight that followed, four of them were shot dead, including Catesby and Percy, who were actually killed by the same bullet．The others were imprisoned and hanged along with Guy Fawkes on 31st January 1606．

　　These days, on 5th November, children all over Britain celebrate Guy Fawkes Night by building huge bonfires and lighting fireworks．It's a family tradition and an occasion to eat potatoes baked by the flames．There is always a 'guy' on top of the fire, a model of Guy Fawkes, dressed in the clothes of the 17th century．

(1)

The writer wrote the passage in order to ________．

[　　]

A．

tell how a British family tradition developed

B．

disclose the severe struggle among the British politicians

C．

describe one event in the British history

D．

inform the readers of the cruelty of King James I

(2)

Francis Tresham wrote the letter to his relative to ________．

[　　]

A．

report the plot to the authorities

B．

reveal the names of the conspirators

C．

protect the House of Lords

D．

warn him of the danger of being killed

(3)

According to the passage, the total number of people involved in the plot is ________．

[　　]

A．

13

B．

4

C．

36

D．

40

(4)

What can we learn about Robert Catesby?

[　　]

A．

He wrote a letter to his relative in the authorities．

B．

He was imprisoned and hanged．

C．

He was responsible for lighting the fuses．

D．

He was shot dead in the fight．

(5)

What is the right order of the event described in the passage?

a．A cellar was found

b．Four conspirators were shot

c．The letter was passed on to the authorities

d．The rest of the conspirators were hanged．

e．Some gunpowder was prepared．

f．The authorities took action．

[　　]

A．

c,a, e, f, b, d

B．

e,a,c,f,b,f

C．

c, f, a, e,b, d

D．

a,e,c,f,b,d

查看答案和解析>>

科目：高中英語 來源： 題型：

3. The cruelty of the terrorists towards the two Chinese engineers in Pakistan and _____ of the terrorists towards America in September 11, filled everyone with horror.

A. those    B. that      C. one      D. it

查看答案和解析>>

科目：高中英語 來源：2010屆高考二輪復(fù)習(xí)英語閱讀理解二十篇精讀 題型：閱讀理解


Passage Thirteen (The Neutrality of American in the Early World War II)
The establishment of the Third Reich influenced events in American history by starting a chain of events which culminated in war between Germany and the United States. The compete destruction of democracy, the persecution of Jews, the war on religion, the cruelty and barbarism of the Nazis, and especially the plans of Germany and her allies, Italy and Japan, for world conquest caused great indignation in this country and brought on fear of another world war. While speaking out against Hitler’s atrocities, the American people generally favored isolationist policies and neutrality. The Neutrality Acts of 1935 and 1936 prohibited trade with any belligerents or loans to them. In 1937 the President was empowered to declare an arms embargo in wars between nations at his discretion.
American opinion began to change somewhat after President Roosevelt’s “quarantine the aggressor” speech at Chicago (1937) in which he severely criticized Hitler’s policies. Germany’s seizure of Austria and the Munich Pact for the partition of Czechoslovakia (1938) also aroused the American people. The conquest of Czechoslovakia in March, 1939 was another rude awakening to the menace of the Third Reich. In August,1939 came the shock of the Nazi-soviet Pact and in September the attack on Poland and the outbreak of European war. The United States attempted to maintain neutrality in spite of sympathy for the democracies arrayed against the Third Reich. The Neutrality Act of 1939 repealed the arms embargo and permitted “cash and carry” exports of arms to belligerent nations. A strong national defense program was begun. A draft act was passed (1940) to strengthen the military services. A Lend Act (1941) authorized the President to sell, exchange, or lend materials to any country deemed necessary by him for the defense of the United States. Help was given to Britain by exchanging certain overage destroyers for the right to establish American bases in British territory in the Western Hemisphere. In August, 1940 President Roosevelt and Prime Minister Churchill met and issued the Atlantic Charter which proclaimed the kind of a world which should be established after the war. In December, 1941, Japan launched the unprovoked attack on the United States at Pearl Harbor. Immediately thereafter, Germany declared war on the United States.
1.One item occurring before 1937 that the author does not mention in his list of actions that alienated the American public was
A.the burning of the Reichstag.
B.German plans for conquest.
C.Nazi barbarism.
D.the persecution of religious groups.
2.The Lend-Lease Act was designed to
A.help the British.
B.strengthen the national defense of the United States.
C.promote the Atlantic Charter.
D.avenge Pearl Harbor.
3.American Policy during the years 1935-1936 may be described as being
A.watchful.
B.isolationist.
C.peaceful.
D.indifferent.
4.The Neutrality Act of 1939
A.permitted the selling of arms to belligerent nations.
B.antagonized Japan.
C.permitted the British to trade only with the Allies.
D.led to Lend-Lease Act.
5.We entered the war against Germany
A.because Germany declared war.
B.because Japan was an ally of Germany.
C.after Germany had signed the Nazi-soviet Pact.
D.after peaceful efforts had failed.

查看答案和解析>>

科目：高中英語 來源：吉林省2009-2010學(xué)年高二下學(xué)期期中考試英語試題 題型：閱讀理解

 

Every year more people recognize that it is wrong to kill wildlife for “sport”.Progress in this direction is slow because shooting is not a sport for watching,and only those few who take part realize the cruelty and destruction.?

The number of gunners,however,grows rapidly.Children too young to develop proper judgments through independent thought are led a wrong way by their gunning parents.They are subjected to advertisements of gun producers who describe shooting as good for their health and gun carrying as a way of putting redder blood in the veins (血管).They are persuaded by gunner magazines with stories honoring the chase and the kill.In school they view motion pictures which are supposedly meant to teach them how to deal with arms safely but which are actually designed to stimulate(刺激) a desire to own a gun.Wildlife is disappearing because of shooting and because of the loss of wild land habitat(棲息地).Habitat loss will continue with our increasing population,but can we slow the loss of wildlife caused by shooting?There doesn’t seem to be any chance if the serious condition of our birds is not improved.?

Wildlife belongs to everyone and not to the gunners alone.Although most people do not shoot,they seem to forgive shooting for sport because they know little or nothing about it.The only answer,then,is to bring the truth about sport shooting to the great majority of people.?

Now,it is time to realize that animals have the same right to life as we do and that there is nothing fair or right about a person with a gun shooting the harmless and beautiful creatures.The gunners like to describe what they do as character?building,but we know that to wound an animal and watch it go through the agony of dying can make nobody happy.If,as they would have you believe,gun?carrying and killing improve human character,then perhaps we should encourage war.

1.According to the text,most people do not seem to be against hunting because_________.?

A.they have little knowledge of it?

B.it helps to build human character?

C.it is too costly to stop killing wildlife?

D.they want to keep wildlife under control

2.The underlined word “agony” in the last paragraph probably means_________.?

A.form                        B.condition                C.pain                         D.sadness

3.According to the text,the films children watch at school actually_________.?

A.teach them how to deal with guns safely?

B.praise hunting as character?building?

C.describe hunting as an exercise?

D.encourage them to have guns of their own

4.It can be inferred from the text that the author seems to_________.?

A.blame the majority of people?

B.worry about the existence of wildlife?

C.be in favor of war?

D.be in support of character building

 

查看答案和解析>>

科目：高中英語 來源：2011年湖北省高一下學(xué)期期末聯(lián)考英語題 題型：閱讀理解

Though war is something people hate, Director Feng Xiaoning often exposes his audience to it.

“If we don’t impress the audience, who are without the painful experience of war, with the cruel injury to life and human nature war causes, how can we bring them a love of peace and objection to war?” asked the director with a glance in his eyes.

After Red River Valley and Lover’s Grief over the Yellow River, both of which star Chinese model and actress Ning Jing, Feng drew a satisfactory full stop to his war trilogy (三部曲) last month with Purple Sunset.

The film tells a story which took place in 1945, at the very moment when World War II was drawing to an end. A Chinese peasant and a Soviet woman soldier flee into a forest, where they seize a Japanese girl. They follow the girl in the hope that she will take them out of the forest, but instead they arrive in a Japanese base. Humanity (人道主義) prevents them from killing the young, innocent (無辜的) victim of Japanese militarism. This humanity, the longing for peace and eagerness to survive, make the three unite.

“If people are touched by justice, tolerance and unselfishness, I think I have achieved my goal,” Feng said. Feng admits that there are violent and bloody scenes in the film, such as tanks fighting and Japanese burning Chinese people alive, to show the cruelty of the war. But that’s never his personal preference, he says.

“Everyone who has watched my films can tell how much I hate war,” he said. “I wrote all the things for my war films by myself. Whenever I finished one, I felt as though I had suffered great pain.”

Feng regards every one of his productions as an opportunity to learn about human nature and humanity. In spite of violent scenes which frighten and sicken the audience, a balance is sought with beautiful scenery. Just like the snowy mountains in Red River Valley and the grand plateau (高原) in Lover’s Grief over the Yellow River, a beautiful vast grassland appears in this film. “I used to study art, and I appreciate beautiful things,” Feng said. “I believe that films should offer the audience a chance to enjoy beauty.”

1.Director Feng Xiaoning shot war film because _____.

A. he was deeply interested in such a topic

B. he wanted to give the audience the painful experience of war

C. he hoped to arouse people’s love of peace and objection to war

D. he dreamed of becoming a world-famous director

2.All of the following belong to Feng’s war trilogy except _____.

A. Red River Valley                   B. Lover’s Grief over the Yellow River

C. Purple Sunset                      D. In the Mood for Love

3.A Chinese peasant and a Soviet woman solider seized a Japanese girl so that _____.

A. they could find the Japanese base easily

B. she could take them out of the forest

C. they could kill her for revenge

D. it would cause the Japanese militarism to give in

4.Scenes of Japanese burning Chinese people alive in the film are to ______.

A. show that war is cruel

B. attract people’s interest

C. show Feng’s personal preference in dealing with details

D. make the film moving and interesting

 

查看答案和解析>>

同步練習(xí)冊答案