A.To determine whether the polar bear was in danger. |
B.To measure how fast the sea ice melts in the Arctic. |
C.To check the predictions of the computer models. |
D.To find out the exact number of the polar bear. |
A.The pollution of the Arctic region. | B.The sea ice melting at high speed |
C.Fewer food sources being left. | D.The temperature getting colder. |
A.help young polar bears to survive the cold winter |
B.have large number of seals living in the oceans |
C.make sure there is enough sea ice in the Arctic |
D.provide chances for adult polar bears to reproduce |
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A.Some researchers have told them. |
B.Many women say so. |
C.They know it by experimenting on rats. |
D.They know it through their own experience. |
A.Baby rats. | B.Animals. | C.Old rats. | D.Grown-up rats. |
A.Estrogen. | B.The hormones of pregnancy. |
C.More exercise. | D.Taking care of children. |
A.The experiments on the rats have nothing to do with humans. |
B.The experiments on the rats are very important for animals. |
C.The experiments on the rats are much the same on humans. |
D.The experiments on the rats are much the same on other animals. |
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A.have to pull off his clothes first . |
B.should try to get him out of water as quickly as possible. |
C.should first make out who he is. |
D.ought to throw a life coat to him first . |
A.you have no more than 4 minutes to bring him to life again . |
B.his brain is completely damaged . |
C.he has passed away. |
D.there is no way to save his life . |
A.keep the tongue from blocking the airway in the throat . |
B.prevent the tongue from stopping the airway in the throat . |
C.wipe the tongue out of the throat . |
D.see if he can possibly be saved . |
A.press his chin upwards is enough to get him breathing . |
B.blow air into his mouth is sure to save his life . |
C.press his nostrils together with your fingers can work . |
D.press is the last chance of saving his life . |
A.Don’t stop pressing his chest, if the drowning man starts breathing again. |
B.If you see someone drowning, you must give him mouth-to-mouth breathing. |
C.If a man does not breathe for four minutes, his brain will be completely destroyed. |
D.When pressing, you can do it as hard as you can. |
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A.Whites—Native Hawaiians |
B.Africans—Americans—Latinos |
C.Asians—Native Hawaiians |
D.Africans—Americans—Native Hawaiians |
A.the larger amount of smoking than white people |
B.the living style or habit of the blacks |
C.the depth of cigarette smoke into their lungs |
D.the physical strength to react to cigarette smoke |
A.heavy smokers in America | B.the black and white people |
C.the Asians and Hawaiians | D.smokers and non-smokers |
A.explain different races react to some diseases differently |
B.tell the readers that racial differences exist in smokers |
C.show a big step people have taken in the medicine area |
D.support the idea that it is easy for blacks to have cancers |
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科目:高中英語 來源:不詳 題型:完形填空
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科目:高中英語 來源:不詳 題型:完形填空
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A.enjoyed himself in the Houston Rockets |
B.used to be a leader in the New York Knicks |
C.is a proven good student who can learn a lot from other players. |
D.led New York to success with the help of some All- Stars. |
A.Harvard offered Lin an athletic scholarship. |
B.Harvard and Brown make sure of Lin's position on their basketball teams. |
C.Stanford and Harvard were Lin's dream schools. |
D.Lin’s DVD impressed all the Ivy League schools greatly. |
A.How the word Linsanity came into being. | B.Introduction to Jeremy Shu-How Lin. |
C.How Lin becomes successful. | D.Lin and New York Knicks |
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科目:高中英語 來源:不詳 題型:閱讀理解
A.the length of a group of words. |
B.lighting and tiredness. |
C.one’s familiarity with the text. |
D.one’s purpose in reading. |
A.demands an deeply-participating mind. |
B.demands more mind than eyes. |
C.requires a reader to take in more words at each fixation. |
D.requires a reader to see words more quickly. |
A.The reading exercises mentioned can’t help to improve an efficient reading. |
B.The reading exercises mentioned has done a great job to improve one’s ability to see words. |
C.The ability to see words is not needed when an efficient reading is conducted. |
D.The reading exercises mentioned can’t help to improve both the ability to see or comprehend words. |
A.The emphasis on the purely visual aspects is misleading. |
B.The eye training will help readers in reading a continuous text. |
C.The visual span is a word or a group of words we see each time. |
D.Many experts began to question the efficiency of eye training. |
A.pessimistic | B.optimistic | C.critical | D.neutral |
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A.slow | B.right | C.ready | D.tired |
A.a(chǎn)nswer | B.mind | C.plan | D.role |
A.climbs | B.jumps | C.kicks | D.walks |
A.nervous | B.strange | C.surprised | D.a(chǎn)ngry |
A.Because | B.Unless | C.But | D.Though |
A.a(chǎn)rgues | B.doubts | C.decides | D.understands |
A.same | B.next | C.last | D.only |
A.sea | B.river | C.lake | D.pool |
A.close | B.wipe | C.cover | D.hurt |
A.roof | B.line | C.board | D.ladder |
A.dancing | B.smiling | C.opening | D.stopping |
A.way | B.hope | C.mistake | D.turn |
A.Parents | B.Kids | C.Classmates | D.Teachers |
A.moving | B.laughing | C.studying | D.changing |
A.looking for | B.waiting for | C.paying for | D.caring for |
A.imagine | B.remember | C.see | D.watch |
A.never | B.seldom | C.sometimes | D.a(chǎn)lways |
A.offering | B.a(chǎn)greeing | C.learning | D.refusing |
A.drops | B.shakes | C.breaks | D.rests |
A.surface | B.door | C.beach | D.sky |
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