apple and orange
中考英语冠词用法练习题40题(答案解析)
中考英语冠词用法练习题40题(答案解析)1.There is _____ book on the desk.A.aB.anC.theD./答案解析：A。
本题中“book”是可数名词单数，且发音以辅音音素开头，所以用“a”。
“an”用于发音以元音音素开头的可数名词单数前；“the”是定冠词，表示特指；“/”表示零冠词，此处不合适，因为这里需要一个不定冠词来表示“一本”书。
2.She has _____ apple in her hand.A.aB.anC.theD./答案解析：B。
“apple”是可数名词单数，发音以元音音素开头，用“an”。
“a”用于辅音音素开头的可数名词单数前；“the”特指；“/”零冠词在此处不合适。
3.He is _____ engineer.A.aB.anC.theD./答案解析：B。
“engineer”可数名词单数，发音以元音音素开头，用“an”。
“a”用于辅音音素开头的词前；“the”特指；“/”零冠词不合适。
4.There is _____ dog in the garden.A.aB.anC.theD./答案解析：A。
“dog”可数名词单数，发音以辅音音素开头，用“a”。
“an”用于元音音素开头的词前；“the”特指；“/”零冠词不合适。
5.She is _____ artist.A.aB.anC.theD./答案解析：B。
“artist”可数名词单数，发音以元音音素开头，用“an”。
“a”用于辅音音素开头的词前；“the”特指；“/”零冠词不合适。
6.There is _____ umbrella on the chair.A.aB.anC.theD./答案解析：B。
“umbrella”可数名词单数，发音以元音音素开头，用“an”。
“a”用于辅音音素开头的词前；“the”特指；“/”零冠词不合适。
7.He is _____ actor.A.aB.anC.theD./答案解析：B。
用于组配检索词和限定检索范围的布尔逻辑运算符
`在信息检索中，可以使用布尔逻辑运算符来组配检索词和限定检索范围。
以下是常用的布尔逻辑运算符及其功能：
AND（与）：使用AND运算符可以将多个检索词组合在一起，要求检索结果必须同时包含所有的检索词。
例如，"apple AND orange"将检索包含同时包含"apple"和"orange"的结果。
OR（或）：使用OR运算符可以将多个检索词组合在一起，要求检索结果包含其中任意一个检索词。
例如，"apple OR orange"将检索包含"apple"或"orange"的结果。
NOT（非）：使用NOT运算符可以排除某个检索词，要求检索结果不包含该检索词。
例如，"apple NOT orange"将检索包含"apple"但不包含"orange"的结果。
()（括号）：使用括号可以改变布尔运算符的优先级，从而调整组配检索词的顺序和逻辑关系。
例如，"(apple OR orange) AND banana"将先进行"apple OR orange"的组配，然后再与"banana"进行AND操作。
通过使用这些布尔逻辑运算符，您可以灵活地组配检索词并限定检索范围，以获得更精确和符合需求的检索结果。
需要注意的是，不同的搜索引擎或数据库可能对布尔逻辑运算符的使用语法略有不同，因此在具体的检索系统中，您可以查阅相关的操作手册或帮助文档来了解具体的语法规则和示例。
【幼儿园英语教案】小班英语教案：苹果和桔子
【幼儿园英语教案】小班英语教案：苹果和桔子 活动目标： 1.培养孩子对英语的兴趣，让孩子愿意参加英语活动。 2、在教师的带领下，让幼儿了解几种水果的英文名称。 3.鼓励孩子模仿老师说英语。 活动内容： 我知道苹果和橘子。由于这些内容在孩子们的日常生活中很熟悉，所以学习起来并不困难。在这项活动之前，老师们可以复习歌曲《头和肩》，边唱边做，这样孩子们可以进一步理解和巩固他们的面部特征。然后，在老师的指导下，了解苹果和橙子，初步了解yes/no/Ilike的含义。采摘和品尝水果的游戏活动穿插其间，让孩子们在快乐中学习。
活动准备： 一个盒子或小包，一些苹果、橘子和图片，一棵大树的图片，刀、盘子、餐纸、磁带和录音机。
活动过程： 1.热身。 教师与幼儿一起欣赏“headandshoulders”,边听边做动作，以达到课前的活动准备。 2.输入单词。 a、apple。 老师神秘地把装有苹果的盒子或袋子带给孩子们，让孩子们有探索的欲望 t:look!what’sthis? c:盒子 t:yes.abox 老师和孩子们一起唱歌，一起行动，活跃课堂气氛 what’sinthebox?what’sinthebox? 你知道吗，你知道吗 whowanttotry,letmetry 丁丁东 t:ok,doyouwanttoknow?(引导幼儿说出yes或no) t:谁想试试（举手引导孩子说） 当幼儿拿出苹果之后，教师用英文输入：oh(惊喜的)，what’sthis? c:苹果 t:yes,apple!(教师要抑扬顿挫的反复输入). b、 橙色的 教师用餐纸把橘子包起来，然后做示范闻一闻，在拿到幼儿面前给他们也闻一闻，并让他们猜出是什么东西。
t:嗯！（闻的动作）味道很好 然后拿到幼儿面前：smellit! 然后问 幼儿 ：这是什么？ c:橘子 t:是的。橙色（教师也应以有节奏的音调反复输入）。 3、幼儿辨认水果。 老师把水果放在桌子上。 t:i’mhungrynow.iwanttoeatsomefruits,whowanttohelpme?(作举手状) 然后当孩子上来时，老师说：苹果/橘子。看看婴儿是否得到了正确的水果。如果你想错了，你可以说：不，我不喜欢苹果。无论如何，记得说谢谢
《橘子和苹果》的文体学分析 全英文版Stylistic Analysis of A fiction-- Oranges and Apples
Stylistic Analysis of A fiction-- Oranges and Apples Abstract:Oranges and Apples is a short story written by Alice Munro, a Canadian writer, known for stories focusing on the emotional lives of the inhabitants of rural Canada. This essay tries to interpret Oranges and Apples from the perspective of stylistics, including narrator and point of view, dialogue in the story.Key words: Stylistics; Narrator; Point of view; DialogueIntroduction：1，About The AuthorAlice Ann Munro (née Laidlaw; born 10 July 1931) is a Canadian short-story writer, the winner of the 2009 Man Booker International Prize for her lifetime body of work, a three-time winner of Canada's Governor General's Award for fiction, and a perennial contender for the Nobel Prize. Generally regarded as one of the world's foremost writers of fiction, Munro writes about the human condition and relationships seen through the lens of daily life. While the locus of Munro’s fiction is her native Southwestern Ontario, her reputation as a short-story writer is international. Her "accessible, moving stories" explore human complexities in a seemingly effortless style. Munro's writing has established her as "one of our greatest contemporary writers of fiction," or, as Cynthia Ozick put it, "our Chekhov."A 2，Narrative person and narrative point of viewNarrative point of view in the creative writing of fiction describes the narrator's position in relation to the story being told.When the author is creating his fiction, he can narrative it in first-person view, second-person view and third-person view. In a first-person narrative the story is relayed by a narrator who is also a character within the story, so that the narrator reveals the plot by referring to this viewpoint character as "I" (or, when plural, "we")B. The rarest mode in literature (though quite common in song lyrics) is thesecond-person narrative mode, in which the narrator refers to one of the characters as "you", therefore making the audience member feel as if he or she is a character within the story. Third-person narration provides the greatest flexibility to the author and thus is the most commonly used narrative mode in literature. In the third-person narrative mode, each and every character is referred to by the narrator as "he", "she", "it", or "they", but never as "I" or "we" (first-person), or "you" (second-person)C. In third-person narrative, it is obvious that the narrator be merely an unspecified entity or uninvolved person that conveys the story, but not a character of any kind within the story being told. So the writers are often inclined to write in the third-person narrative mode and they can become narrators who know everything.In Apple and Orange, the author uses the third-person narration. The third-person narration is freer than the first-person narration. The narrator is not the character in the novel, instead, the narrator is the spokesperson of the author and he knows everything. He is above the time and space, and he knows every single thing happened in the novel, even the feeling and psychological activity of the characters. Here are some examples: Hearing about this，Murray was impressed by her lack of family feeling. He was an only child，not spoiled but favored，and he felt himself bound by many ties of obligation，decency and love.（Alice Munro，107）.This paragraph is the first expression Murray had for Barbara. He was attracted by Barbara. This moving and forceful feeling became more attractive when Murray thought about himself. Murray felt himself bound by many ties of obligation，decency and love . The omniscient narrator not only knows the hero’s inner feeling and thought, but also shown the characters of Barbara and Murray’s affection for her D.When the author was writing, he paid attention to the choosing of narrative person and narrative view. He tried to use different perspectives to make the language more vivid and lively.He didn't know where to go. He could not go out into the yard and put astop to this. He could not go back to the store and be aware of what was going on over his head. Now he had another stet of words to add to：One day I came home unexpectedly：I understood that my life had changed. However, he didn't understand it. He said，my life has changed，my life has been changed，but he did not understand it at all.（Alice，127）.This is a description of Murray’s psychological activity when he saw his wife Barbara seducing Victor. The first three sentences describe his chaotic psychological activity. In the fourth sentence, the narrator became Murray himself and he poured out his feelings as a first –person narrator, “I un derstood that my life had changed.” This change can help the writer express the emotion more comprehensively. At this moment, the omniscient narrator enters into Murray’s inner mind and speaks in Murray’s position to express his anger, sorrow and gloom. Then, the narrator walks out from the novel and gives comments “However, he didn't understand it.”E Here the narrative point of view becomes the third-person view. This method can make the language vivid and lively and it is advantage of achieving emotional resonance. So, the plots can develop smoothly.3. The dialogue in the novel.3.1 The individualized languageThe verbalization of literature characters is a significant feature of the language of fiction. Different characters use different language to show their ideas, social position, cultural cultivation, experience and personalities. Whether the images are life-like or not is determined by the verbalization of literary characters. Here is a dialogue in the fiction.“Watch out for him，”Barbara told the other clerks. “He is a jerk，but he knows how to stick things to his fingers.”Barbara’s brother was caught with a pair of socks in one pocket anda package of curtain hooks in the other.“What do you think he wanted the curtain hooks for？”Murrayasked Barbara.“How should I know?” said Barbara.“Maybe he needs counseling，”said Murray.Barbara said，“Maybe he needs to be hanged.”（Alice Munro，109）Firstly, the words and sentence pattern in the dialogue and the language style are different. This dialogue is colloquial language makes the language more dramatic and eloquent.Secondly, the words a person chooses must say something about this person. The language style shows the social position, cultural cultivation, profession and characters of the character. Barbara knows her brother is a loafer and thief, and she doesn’t try to conceal it. She expresses her contempt and loathing to her brother directly. She even said “Maybe he needs to be hanged.” So, readers know Barbara has a clear-cut stand on what to love and what to hate. And we can also guess that Barbara’s degree of education is low. If the writer deletes this dialogue, the language will be flat.3.2 Cooperative PrincipleThe English language philosopher Paul Grice proposes that in ordinary conversation, speakers and hearers share a cooperative principle. Speakers shape their utterances to be understood by hearers. Grice analyzes cooperation as involving four maxims: quantity, quality, relation, and manner. Speakers give enough and not too much information: quantity. They are genuine and sincere, speaking "truth" or facts: quality. Utterances are relative to the context of the speech: relation. Speakers try to present meaning clearly and concisely, avoiding ambiguity: manner. Grice's cooperative principle: set of norms expected in conversation. Grice proposes four maxims expected in conversation F.∙quality: speaker tells the truth or provable by adequate evidence∙quanity: speaker is as informative as required∙relation: response is relevant to topic of discussionmanner: speaker's avoids ambiguity or obscurity, is direct and straightforwardIn the real language environment, people often violate these four maxims, so does the language in novel. So, we have the word “implication”. Here isa dialogue happened in a rainy day:“What are you doing?” she said. “What are you drinking? Is thatstraight gin?”Then Murray said what neither of them ever mentioned nor forget.“Didn't he want you?” he said.“We are never going to talk about it，”she said. “We never will，O.K.?”In this dialogue, Murray and Barbara didn’t obeyed the co-operative principle___ “relation maxim”. When Barbara was asking what Murray was drinking, Murray didn’t answer her question and he didn’t plan to answer. Instead, Murray asked “Didn’t he want you?” When Murray found Barbara having an affair with Victor, he is nearly crazy. Murray didn’t care about what Barbara asked. He just asked what he cares about mostly. Here. The violation of relation maxim shows the struggle in Murray’s mind. Then, Barbara violated this principle again, she didn’t answer Murray’s question, and implored Murray to stop asking. Here, readers can feel the regret of Barbara G.We can drive a conclusion: as a reproduction, the dialogue in novel often violates the co-operative principle. The psychological state, emotional attitude and thoughts activities of the characters reflected through it.Reference:A Foucault Michel, Robert Hurley. The History of Sexuality Volume I: An Introduction .New York: Vintage Books, 1990B Fowler, R. Style and Structure in Literature .Ithaca: Cornell University Press, 1975, .C Bal Mieke. Narratology: Introduction to the Theory of Narrative .Toronto: University of Toronto Press, 1997, .D Black E. Pragmatic Stylistics[M] .Edinburgh: Edinburgh University Press, 2006, .E Butala,S. What''s the Point?[J] .University of TorontoQuarterly, 1999, 68(4) :875-878 .F刘世生. 文学文体学:理论与方法[J]. 外语教学与研究, 2002,(03) .G Shen Dan. Literary Stylistics and Fictional Translation .Beijing: Beijing University Press, 2001, .Paper of StylisticsStylistic Analysis of A Fiction--Oranges and Apples院系：外国语. 英语班级：09 级02 班教师：陈荣泉姓名：杨阳学号： 2 0 0 9 0 5 1 3 8 6。
小班幼儿英语水果教案
小班幼儿英语水果教案【篇一：幼儿园小班英语水果教案】篇一：幼儿园小班英语教案(水果)—欢迎来到水果王国一、教学目标：1、知识目标：(1) 能听、会读单词：orange, banana, apple(2) 会用hello或hi和别人打招呼。
(3) 会说儿歌：苹果apple红又红，香蕉banana弯又弯，桔子orange圆又圆。
2、能力目标在情景中运用所学的三个水果单词3、情感目标：(1) 激发学生学习英语的兴趣。
(2) 教育学生养成正确的饮食及用餐习惯。
二、教学重点：能听、会读单词：orange, banana, apple三、教学难点：单词orange的发音四、教学准备：课件，水果实物五、教学步骤：1、introduction.2、lead in.出示动画人物gogo、tony和jenny，导出本节课所学主题：跟gogo他们一起去买水果。
step 2: leaning and practicing.(1) t: gogo他们买了什么水果？yes, they bought oranges.(3) say “hello / hi” to mr. orange.(4) 观察桔子，朗读句子：桔子orange圆又圆。
ay.其中banana拍手操练，apple 采取高低声操练。
3、practicing.(1) 彩色雨。
.(3) look and guess.(4) look and find.(5) 记忆大比拼。
4、enjoy a story.(2) 逐幅学习故事。
(3) 情感教育：小朋友们吃东西可不能像小蛇那样狼吞虎咽，要细细嚼，慢慢咽，这样食物才消化得好。
step 3: summing up.六、附课件（ppt）。
篇二：幼儿园小班英语教案 autumns fruitautumns fruitautumns fruit活动名称：autumnsfruit活动目标：1、通过活动复习五种水果单词：apple orange pear bananapomelo2、进一步学习句型:i like ??3、巩固幼儿对秋天几种水果的认识,培养幼儿对英语活动的兴趣,鼓励幼儿大胆开口表达。
短语检索的符号
短语检索的符号短语检索的符号（符号用*代替）:一、*AND二、*OR三、*NOT四、*NEAR五、*W/n六、*SAME短语检索是一种使用短语作为检索关键字来查询文档的数据库检索方法，在使用时需要某些特定的检索符号来表达组成短语的不同字词之间的逻辑关系。
被广泛应用于各领域的文献类数据库，如检索图书馆资源，研究发现，这种搜索方式比使用单个关键词更加有效果。
那么，短语检索的符号有哪些呢？以下列表中的符号，可以用来构建短语检索查询。
一、*AND：这是短语查询中最常见的符号，它表示两个短语或词语间的所有关系都要满足，如：“apple*AND orange” 表示文献中必须同时包含 apple 和 orange 两个单词才会检索出来。
二、*OR：这是短语查询中另一个常用符号，它表示两个短语或词语间的任意一个满足就可以，如：“apple*OR orange” 表示文献中只要有apple 或 orange 其中之一就可以检索出来。
三、*NOT：这个符号主要用来排除某些不想被检索出来的关键词，如：apple*OR orange*NOT yellow 表示检索出来的文献里 apple 或 orange 两个单词，但不要出现 yellow 这个单词。
四、*NEAR：这是一种较为特殊的检索符号，它表示两个短语或词语间的最近距离。
由于搜索结果可能会根据最近距离的不同而有所不同，最常见的检索符号*NEAR/n ，n 表示的是这两个短语的最近距离，如：“apple*NEAR/5 orange” 表示 apple 和 orange 两个单词在文献里的距离在 5 以内。
五、*W/n：这是短语查询中的另一种特殊符号，用来表示关键词之间的大致距离，其中 W 代表单词 word，n 代表一个数字，表示两个关键词之间允许出现多少个自由词语，如：“apple*W/2 orange” 表示 apple和 orange 两个单词之间最多可以出现 2 个其他单词语，如果出现 3 个就会被过滤掉。
与的英文短语
与的英文短语"与" 在英语中可以根据上下文有不同的翻译。
以下是一些常见的英语短语和对应的含义：1. "and" -用于连接两个词或短语，表示添加或结合。
-例子：apple and orange（苹果和橘子）2. "with" -表示伴随或拥有。
-例子：a man with a hat（一个戴帽子的男人）3. "to" -表示方向或目的。
-例子：go to the store（去商店）4. "of" -表示从属关系或所属。
-例子：a part of the team（团队的一部分）5. "by" -表示方式、方法或被动语态中的施事者。
-例子：written by an author（由一位作者撰写）6. "in" -表示在某物内部或在某个范围内。
-例子：in the box（在盒子里）7. "on" -表示在物体的表面或具体日期。
-例子：on the table（在桌子上），on Monday（在星期一）8. "at" -表示在具体的时间点或小的地点。
-例子：at 5 o'clock（在五点钟），at the corner（在角落）9. "from" -表示起点或来源。
-例子：come from far away（来自遥远的地方）10. "about" -表示关于某事物或大约的数量。
-例子：a book about history（一本关于历史的书），about 10 people（大约10人）这些只是一些基本的例子，实际使用时，"与" 的英文翻译可能会根据上下文有所变化。
三年级英语水果单选题30题
三年级英语水果单选题30题1.I have an _____.A.appleB.orangeC.banana答案：A。
本题考查冠词an 的用法，an 后面接以元音音素开头的单词，apple 是以元音音素开头，orange 前面用an 也可以，但题干中有an，所以优先选择apple。
banana 不是以元音音素开头。
2.This is a _____.A.pearB.grapeC.strawberry答案：A。
本题考查a 的用法，a 后面接以辅音音素开头的单词，pear 是以辅音音素开头，grape 和strawberry 不是以辅音音素开头。
3.I like _____.A.mangoesB.peachesC.watermelons答案：B。
本题考查名词的复数形式，like 后面可以接可数名词的复数形式，peach 的复数形式是peaches，mango 的复数形式是mangoes 和watermelons 比较长，对于三年级学生来说有点难。
4._____ is red.A.The appleB.An orangeC.A banana答案：A。
本题考查定冠词the 的用法，the 表示特指，这里特指那个苹果是红色的，orange 和banana 前面有an 和a，不能用the。
5.I see a _____.A.pineappleB.kiwiC.lemon答案：A。
本题考查a 的用法，a 后面接以辅音音素开头的单词，pineapple 是以辅音音素开头，kiwi 和lemon 不是以辅音音素开头。
6._____ are yellow.A.BananasB.GrapesC.Strawberries答案：A。
本题考查be 动词are 的用法，are 后面接可数名词的复数形式，banana 的复数形式是bananas，grape 和strawberry 的复数形式不是直接加s。
7.This is _____ orange.A.aB.anC.the答案：B。
幼儿园小班英语教案《苹果和桔子》
幼儿园小班英语教案《苹果和桔子》一、教学目标1.通过本课程的学习，让学生学会认识苹果、桔子并能正确地用英文表达。
2.通过教学活动，增强学生的语言表达能力，让学生学会用简单的英语表达日常用语，如：“I like…” “This is…”。
3.培养小学生的英语学习兴趣。
二、教学内容1.英文单词：苹果（Apple），桔子（Orange）2.句型：This is an apple. / This is an orange. / I like apples. / I like oranges.三、教学流程1. Warming-up老师向学生介绍今天的学习内容，并问学生能否正确的听懂和发音“apple”和“orange”。
2. Presentation1.老师向学生展示苹果和桔子，并向学生进行解释和发音。
2.让学生在老师的指导下，一起读出单词“apple”和“orange”。
3. Practice1.老师使用图片和实物向学生展示苹果和桔子，并在黑板上写下单词“apple”和“orange”，让学生重复跟读。
2.学生将苹果和桔子分别拿到手中，一起练习说出句子“This is an apple.”和“This is an orange.”。
4. Production1.老师拿出三个苹果和三个桔子，随机出示，要求学生说出“This is an apple.”或“This is an orange.”。
2.学生在老师的引导下，可以两人一组，自行编出句型“I like apples.”、“I like oranges.”等，互相练习发音和表达。
5. Assessment1.教师在黑板上画出两个圆圈，分别标明“apple”和“orange”的位置，提供给学生进行选择填空。
2.老师出示一些水果图片，让学生来介绍它们，并在黑板上写下相应的单词，以考察学生的掌握程度。
四、教学重点及难点1.教学重点：苹果和桔子两个单词的认识，及简单句型的掌握。
甜品店吃东西的英文作文
Desserts in the desserts shop we have some great specials strawberry and banana ice cream only apple andorange ice cream only what size of dessert do you want,we also have some delicious cakes,apple pie is onekilogram egg tart is one,I beli you will like them very much.Welcome to my dessert shop.I'm glad to see what you want We have many kinds of desserts,fruits,tea and cakes.
What size of food do you want?Large or large?We have different pceபைடு நூலகம் today to buy you dreisette.
甜品店吃东西的英文作文
中文翻译： 甜点店在甜品店我们有一些很棒特菜莓和香蕉冰淇淋只有币苹果和橘子冰淇淋只有币你想 要多大甜点，我们还有一些美味蛋糕苹果派是币一公斤蛋挞是币一个我相信你会非常喜欢他 们甜点店欢迎来到我甜点店我很高兴见到你想要什么样甜点我们有很多种甜点，水果，茶和 蛋糕，你想要多大尺寸食物大号或大号我们今天有不同价格来给你买德莱塞特。
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幼儿园教案大全
幼儿园教案大全
apple and orange
apple and orange
活动设计理念：
以发展幼儿英语语言为主线，其中穿插一些游戏，让幼儿在玩中学。水果是幼儿日常生活中最常
接触的物质之一。因此，从简单、熟悉的东西以及培养听力入手，使小班幼儿对英语活动产生兴
趣并鼓励幼儿模仿和表达。
活动目标：
1、培养幼儿对于英语的兴趣，让幼儿乐意参与英语活动。
2、在教师的带领下，让幼儿了解几种水果的英文名称。
3、鼓励幼儿能模仿教师说英语。
活动内容：
认识水果apple、orange。由于该内容是幼儿日常生活中比较熟悉的，因此，学习的难度不是
很大。在这个活动之前，教师可先复习“headandshoulders”这首歌，边唱边做动作，从而让
幼儿对五官有进一步的认识和巩固。然后通过教师的引导，认识apple和orange,并且初步理
解yes/no/ilike…的含义。其中穿插摘果及品尝水果的游戏活动，让幼儿在快乐中学习。
活动准备：
盒子或小袋子一个，苹果、橘子实物及图片各若干，一幅画有一棵大树的画，刀、碟子、餐纸，
磁带、录音机。
活动过程：
1．热身运动。
教师与幼儿一起欣赏“head and shoulders”,边听边做动作，以达到课前的活动准备。
2．输入单词。
a、apple。
教师把已装有苹果的盒子或袋子神秘的拿到幼儿面前，让幼儿有探索的欲望.
t: look!what’s this?
c：盒子
t: yes.a box
教师与幼儿一起边唱边做动作，以活跃课堂氛围.
what’s in the box? what’s in the box?
do you know,do you know
who want to try,let me try