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[主观题]
The tall figure that you saw was none__our manager.
A.other than
B.rather than
C.more than
D.less than
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题目内容
（请给出正确答案）
如果结果不匹配，请 联系老师 获取答案
题目内容
（请给出正确答案）
A.other than
B.rather than
C.more than
D.less than
如果结果不匹配，请 联系老师 获取答案
更多“The tall figure that you saw w…”相关的问题
How does the driver figure out that the passenger is a first-time visitor to the city？
A．The passenger catches a taxi for a short one-mile trip.
B．The passenger does not understand the rules for tipping drivers.
C．The driver finds the passenger lost on the street before picking him up.
D．The driver notices the passenger gazing upward at the tall buildings.
Of course, the truth is not so simple. In this century, the work of cognitive psychologists has illuminated the subtle forms of daily learning on which intellectual progress depends. Children were observed as they slowly grasped or, as the case might be, bumped into—concepts that adults take for granted, as they refused, for instance, to concede that quantity is unchanged as water pours from a short stout glass into a tall thin one. Psychologists have since demonstrated that young children, when asked to count the pencils in a pile, readily report the number of blue or red pencils, but must be coaxed(说服)into finding the total. Such studies have suggested that the rudiments(基本原理)of mathematics are mastered gradually, and with effort. They have also suggested that the very concept of abstract numbers the idea of a oneness, a twoness, a threeness that applies to any class of objects and is prerequisite(先决条件)for doing anything more mathematically demanding than setting a table is itself far from innate.
After children have helped to set the table with impressive accuracy, they ______.
A．are able to help parents serve dishes
B．tend to do more complicated housework
C．are able to figure out the total pieces
D．can enter a second-grade mathematics class
听力原文： The young man was a French nobleman, the son of one of the richest and most important families of France. He had heard about the revolution taking place in America. He wanted to go and help.
He was only eighteen years old. He was tall, handsome, and a familiar figure in the high society of Paris. His family tried to stop him. They asked the King of France to throw him into jail in order to stop him. But the young nobleman had already bought his ship and gathered some young friends to go with him. He escaped and came to America. The young man was the Marquis de Lafayette.
Upon his arrival, he discovered that no one knew him here. He had been promised that he would be an officer in the American army, but Congress said that it wanted no more foreign officers. Lafayette sat down and cried. He could not go back to France. Instead, he offered to serve as a volunteer— without pay. Congress accepted. Later Lafayette met Washington. A great affection grew up between the two men, as between father and son. Lafayette became Washington's personal aide.
Once toward the end of the war, the men under Lafayette's command were all in rags. Lafayette asked Congress for new uniforms. Congress had no money with which to buy uniforms. Using his own personal credit, Lafayette went to the merchants of Baltimore and, at his own expense, bought a new uniform. for each man —two thousand in all. In this way, his men were able to go on fighting.
(23)
A．He wanted to fight against the Americans.
B．He wanted to visit George Washington.
C．He wanted to do business with the Americans.
D．He wanted to help the American Revolution.
People appear to be born to compute. The numerical skills of children develop so early and so inexorably (坚定地) that it is easy to imagine an internal clock of mathematical maturity guiding their growth. Not long after learning to walk and talk, they can set the table with impressive accuracy--one plate, one knife, one spoon, one fork, for each of the five chairs. Soon they are capable of noting that they have placed five knives, five spoons, and five forks on the table and, a bit later, that this amounts to fifteen pieces of silverware. Having thus mastered addition, they move on to subtraction. It seems almost reasonable to expect that if a child were secluded on a desert island at birth and retrieved seven years later, he or she could enter a second-grade mathematics class without any serious problems of intellectual adjustment.
Of course, the truth is not so simple. In this century, the work of cognitive psychologists has illuminated the subtle forms of daily learning on which intellectual progress depends. Children were observed as they slowly grasped--or, as the case might be, bumped into--concepts that adults take for granted, as they refused, for instance, to concede that quantity is unchanged as water pours from a short stout glass into a tall thin one. Psychologists have since demonstrated that young children, when asked to count the pencils in a pile, readily report the number of blue or red pencils, but must be coaxed (说服) into finding the total. Such studies have suggested that the rudiments (基本原理) of mathematics are mastered gradually, and with effort. They have also suggested that the very concept of abstract numbers--the idea of a oneness, a twoness, a threeness that applies to any class of objects and is prerequisite (先决条件) for doing anything more mathematically demanding than setting a table--is itself far from innate.
After children have helped to set the table with impressive accuracy, they ________.
A．are able to help parents serve dishes
B．tend to do more complicated housework
C．are able to figure out the total pieces
D．can enter a second-grade mathematics class
No one knows Dr. Barry&39; s real name, her birth date, of her family&39; s background. Some re-cords show that she was born in 1795 in London. Some people say she was the daughter of a rich man or a royal prince. One fact we know is that in 1810, James Barry became a medical student at the University of Edinburgh.
James Barry&39; s classmates made fun of her because she didn&39; t have a beard and she was only five feet tall. But no one thought she was a girl. At the age of 20, James Barry graduated from the University of Edinburgh as a Doctor of Medicine. She was one of the youngest students to complete her studies. Dr. Barry then went to work in a London hospital and studied surgery. A year later,she entered the army and became a hospital assistant. We will never know how she avoided the ar-my physical examination.
For the next 45 years, Dr. James Barry was a British officer and a successful surgeon. Every-one admired her. She began to do a lot of important work for the army. (78 ) At that time, Eng-land had many colonies around the world. Dr. Barry spent a lot of time in foreign countries. She travelled to India, Corfu, Malta, and Jamaica. In 1856 she went to South Africa, and she was sooL known as the best doctor and surgeon in the colony. She saved the life of the governor&39; s daughter, and later she became the governor&39; s personal doctor. People admired Dr. Barry, but she also had a reputation as a troublemaker. If people talked about her high voice or tiny figure, she became very angry. She was an excellent swordsman, and she started fights often.
According to the passage, Dr. Barry was made fun of because she__________.
A.had a low voice
B.had a funny beard
C.was tall
D.was shol
Which of the following about James Barry is a fact？A.She had a rich father.
B.She became a medical student in 1810.
C.She was born in Edinburgh.
D.She was a royal princess.
Which of the following about James Barry is NOT TRUE？A.She was a troublemaker.
B.She worked in many foreign countries.
C.She made great contributions to the British Army.
D.She was the best doctor in London.
Dr. Barry was not happy when people talked about her__________.A.family
B.job
C.university
D.voice
The word swordsman in Paragraph 4 probably means__________.A.someone who is skilled at fighting with a sword
B.someone who is skilled at fighting with a gun
C.someone who often fights with other people
D.someone who often makes trouble for other people
请帮忙给出每个问题的正确答案和分析，谢谢！
A.tall
B.as tall
C.taller
D.no less tall
______ is not a serious disadvantage in life.[2001]
A．To be not tall
B．Not to be tall
C．Being not tall
D．Not being tall
