In 1974, after filling out fifty applications, going through four interviews, and winning one offer, I took what I could get—a teaching job at what I considered a distant wild area: western New Jersey. My characteristic optimism was alive only when I reminded myself that I would be doing what I had wanted to do since I was fourteen—teaching English.
School started, but I felt more and more as if I were in a foreign country. Was this rural area really New Jersey? My students took a week off when hunting season began. I was told they were also frequently absent in late October to help their fathers make hay on the farms. I was a young woman from New York City, who thought that “Make hay while the sun shines” just meant to have a good time.
But, still, I was teaching English. I worked hard, taking time off only to eat and sleep. And then there was my sixth-grade class—seventeen boys and five girls who were only six years younger than me. I had a problem long before I knew it. I was struggling in my work as a young idealistic teacher. I wanted to make literature come alive and to promote a love of the written word. The students wanted to throw spitballs and whisper dirty words in the back of the room.
In college I had been taught that a successful educator should ignore bad behavior. So I did, confident that, as the textbook had said, the bad behavior would disappear as I gave my students positive attention. It sounds reasonable, but the text obviously ignored the fact that humans, particularly teenagers, rarely seems reasonable. By the time my boss, who was also my taskmaster, known to be the strictest, most demanding, most quick to fire inexperienced teachers, came into the classroom to observe me, the students exhibited very little good behavior to praise.
My boss sat in the back of the room. The boys in the class were making animal noises, hitting each other while the girls filed their nails or read magazines. I just pretended it all wasn’t happening, and went on lecturing and tried to ask some inspiring questions. My boss, sitting in the back of the room, seemed to be growing bigger and bigger. After twenty minutes he left, silently. Visions of unemployment marched before my eyes.
I felt mildly victorious that I got through the rest of class without crying, but at my next free period I had to face him. I wondered if he would let me finish out the day. I walked to his office, took a deep breath, and opened the door.
He was sitting in his chair, and he looked at me long and hard. I said nothing. All I could think of was that I was not an English teacher; I had been lying to myself, pretending that everything was fine.
When he spoke, he said simply, without accusation, “You had nothing to say to them.”
“You had nothing to say to them.” he repeated, “No wonder they are bored. Why not get to the meat of literature and stop talking about symbolism. Talk with them, not at them. And more important, why do you ignore their bad behavior?” We talked. He named my problems and offered solutions. We role-played. He was the bad student, and I was the forceful, yet, warm, teacher.
As the year progressed, we spent many hours discussing literature and ideas about human beings and their motivations. He helped me identify my weaknesses and strengths. In short, he made a teacher of me by teaching me the reality of Emerson’s words: “The secret to education lies in respecting the pupil!”
Fifteen years later I still drive that same winding road to the same school. Thanks to the help I received that difficult first year, the school is my home now.
1.It can be inferred from the story that in 1974 ________.
A.the writer became an optimistic person
B.it was rather difficult to get a job in the USA
C.the writer was very happy about her new job
D.it was easy to get a teaching job in New Jersey
2.According to the passage, which of the following is most probably the writer’s problem as a new teacher?
A.She didn’t ask experienced teachers for advice.
B.She took too much time off to eat and sleep.
C.She had blind trust in what she learnt at college.
D.She didn’t like teaching English literature.
3.What is the writer’s biggest worry after her taskmaster’s observation of her class?
A.She might lose her teaching job
B.She might lose her students’ respect.
C.She couldn’t teach the same class any more.
D.She couldn’t ignore her students’ bad behavior any more.
4.Which of the following gives the writer a sense of mild victory?
A.Her talk about symbolism sounded convincing.
B.She managed to finish the class without crying.
C.Her students behaved a little better than usual.
D.She was invited for a talk by her boss after class.
5.The students behaved badly in the writer’s classes because ________.
A.she didn’t really understand them
B.they were keen to embarrass her
C.they didn’t regard her as a good teacher
D.she didn’t have the fluency of English
6.Which of the following is probably the best title for this passage?
A.My successful and smooth teaching career
B.The fierce competition in the job market
C.Useful suggestions on how to be an excellent English teacher
D.The challenging but unforgettable start of my teaching career
高三英语阅读理解中等难度题
In 1974, after filling out fifty applications, going through four interviews, and winning one offer, I took what I could get—a teaching job at what I considered a distant wild area: western New Jersey. My characteristic optimism was alive only when I reminded myself that I would be doing what I had wanted to do since I was fourteen—teaching English.
School started, but I felt more and more as if I were in a foreign country. Was this rural area really New Jersey? My students took a week off when hunting season began. I was told they were also frequently absent in late October to help their fathers make hay on the farms. I was a young woman from New York City, who thought that “Make hay while the sun shines” just meant to have a good time.
But, still, I was teaching English. I worked hard, taking time off only to eat and sleep. And then there was my sixth-grade class—seventeen boys and five girls who were only six years younger than me. I had a problem long before I knew it. I was struggling in my work as a young idealistic teacher. I wanted to make literature come alive and to promote a love of the written word. The students wanted to throw spitballs and whisper dirty words in the back of the room.
In college I had been taught that a successful educator should ignore bad behavior. So I did, confident that, as the textbook had said, the bad behavior would disappear as I gave my students positive attention. It sounds reasonable, but the text obviously ignored the fact that humans, particularly teenagers, rarely seems reasonable. By the time my boss, who was also my taskmaster, known to be the strictest, most demanding, most quick to fire inexperienced teachers, came into the classroom to observe me, the students exhibited very little good behavior to praise.
My boss sat in the back of the room. The boys in the class were making animal noises, hitting each other while the girls filed their nails or read magazines. I just pretended it all wasn’t happening, and went on lecturing and tried to ask some inspiring questions. My boss, sitting in the back of the room, seemed to be growing bigger and bigger. After twenty minutes he left, silently. Visions of unemployment marched before my eyes.
I felt mildly victorious that I got through the rest of class without crying, but at my next free period I had to face him. I wondered if he would let me finish out the day. I walked to his office, took a deep breath, and opened the door.
He was sitting in his chair, and he looked at me long and hard. I said nothing. All I could think of was that I was not an English teacher; I had been lying to myself, pretending that everything was fine.
When he spoke, he said simply, without accusation, “You had nothing to say to them.”
“You had nothing to say to them.” he repeated, “No wonder they are bored. Why not get to the meat of literature and stop talking about symbolism. Talk with them, not at them. And more important, why do you ignore their bad behavior?” We talked. He named my problems and offered solutions. We role-played. He was the bad student, and I was the forceful, yet, warm, teacher.
As the year progressed, we spent many hours discussing literature and ideas about human beings and their motivations. He helped me identify my weaknesses and strengths. In short, he made a teacher of me by teaching me the reality of Emerson’s words: “The secret to education lies in respecting the pupil!”
Fifteen years later I still drive that same winding road to the same school. Thanks to the help I received that difficult first year, the school is my home now.
1.It can be inferred from the story that in 1974 ________.
A.the writer became an optimistic person
B.it was rather difficult to get a job in the USA
C.the writer was very happy about her new job
D.it was easy to get a teaching job in New Jersey
2.According to the passage, which of the following is most probably the writer’s problem as a new teacher?
A.She didn’t ask experienced teachers for advice.
B.She took too much time off to eat and sleep.
C.She had blind trust in what she learnt at college.
D.She didn’t like teaching English literature.
3.What is the writer’s biggest worry after her taskmaster’s observation of her class?
A.She might lose her teaching job
B.She might lose her students’ respect.
C.She couldn’t teach the same class any more.
D.She couldn’t ignore her students’ bad behavior any more.
4.Which of the following gives the writer a sense of mild victory?
A.Her talk about symbolism sounded convincing.
B.She managed to finish the class without crying.
C.Her students behaved a little better than usual.
D.She was invited for a talk by her boss after class.
5.The students behaved badly in the writer’s classes because ________.
A.she didn’t really understand them
B.they were keen to embarrass her
C.they didn’t regard her as a good teacher
D.she didn’t have the fluency of English
6.Which of the following is probably the best title for this passage?
A.My successful and smooth teaching career
B.The fierce competition in the job market
C.Useful suggestions on how to be an excellent English teacher
D.The challenging but unforgettable start of my teaching career
高三英语阅读理解中等难度题查看答案及解析
In 1974, after filling out fifty applications, going through four interviews, and winning one offer, I took what I could get ----- a teaching job at what I considered a distant wild area: western New Jersey. My characteristic optimism was alive only when I reminded myself that I would be doing what I had wanted to do since I was fourteen ------- teaching English.
School started, but I felt more and more as if I were in a foreign country. Was this rural area really New Jersey? My students took a week off when hunting season began. I was told they were also frequently absent in late October to help their fathers make hay on the farms. I was a young woman from New York City, who thought that “Make hay while the sun shines” just meant to have a good time.
But, still, I was teaching English. I worked hard, taking time off only to eat and sleep. And then there was my sixth-grade class ---- seventeen boys and five girls who were only six years younger than me. I had a problem long before I knew it. I was struggling in my work as a young idealistic teacher. I wanted to make literature come alive and to promote a love of the written word. The students wanted to throw spitballs and whisper dirty words in the back of the room.
In college I had been taught that a successful educator should ignore bad behavior. So I did, confident that, as the textbook had said, the bad behavior would disappear as I gave my students positive attention. It sounds reasonable, but the text evidently ignored the fact that humans, particularly teenagers, rarely seems reasonable. By the time my boss, who was also my taskmaster, known to be the strictest, most demanding, most quick to fire inexperienced teachers, came into the classroom to observe me, the students exhibited very little good behavior to praise.
My boss sat in the back of the room. The boys in the class were making animal noises, hitting each other while the girls filed their nails or read magazines. I just pretended it all wasn’t happening, and went on lecturing and tried to ask some inspiring questions. My boss, sitting in the back of the classroom, seemed to be growing bigger and bigger. After twenty minutes he left, silently. Visions of unemployment marched before my eyes.
I felt mildly victorious that I got through the rest of class without crying, but at my next free period I had to face him. I wondered if he would let me finish out the day. I walked to his office, took a deep breath, and opened the door.
He was sitting in his chair, and he looked at me long and hard. I said nothing. All I could think of was that I was not an English teacher; I had been lying to myself, pretending that everything was fine.
When he spoke, he said simply, without accusation, “You had nothing to say to them.”
“You had nothing to say to them”. he repeated.” No wonder they are bored. Why not get to the meat of literature and stop talking about symbolism. Talk with them, not at them. And more important, why do you ignore their bad behavior”? We talked. He named my problems and offered solutions. We role-played. He was the bad student, and I was the forceful, yet, warm, teacher
As the year progressed, we spent many hours discussing literature and ideas about human beings and their motivations. He helped me identify my weaknesses and strengths. In short, he made a teacher of me by teaching me the reality of Emerson’s words: “The secret to education lies in respecting the pupil.”
Fifteen years later I still drive that same winding road to the same school. Thanks to the help I received that difficult first year, the school is my home now.
1. It can be inferred from the story that in 1974 ________________.
A．the writer became an optimistic person
B．the writer was very happy about her new job
C．it was rather difficult to get a job in the USA
D．it was easy to get a teaching job in New Jersey
2.According to the passage, which of the following is most probably the writer’s problem as a new teacher?
A．She had blind trust in what she learnt at college.
B．She didn’t ask experienced teachers for advice.
C．She took too much time off to eat and sleep.
D．She didn’t like teaching English literature.
3.What is the writer’s biggest worry after her taskmaster’s observation of her class?
A．She might lose her teaching job.
B．She might lose her students’ respect.
C．She couldn’t teach the same class any more.
D．She couldn’t ignore her students’ bad behavior any more.
4.Which of the following gives the writer a sense of mild victory?
A．Her talk about symbolism sounded convincing.
B．Her students behaved a little better than usual.
C．She managed to finish the class without crying.
D．She was invited for a talk by her boss after class.
5.The students behaved badly in the writer’s classes because
A．They were eager to embarrass her.
B．She didn’t really understand them.
C．They didn’t regard her as a good teacher.
D．She didn’t have a good command of English.
6.The taskmaster’s attitude towards the writer after his observation of her class can be described as________________.
A．cruel but encouraging B．fierce but forgiving
C．sincere and supportive D．angry and aggressive
高三英语阅读理解中等难度题查看答案及解析
(2013·高考浙江卷，D)In 1974，after filling out fifty applications，going through four interviews，and winning one offer，I took what I could get—a teaching job at what I considered a distant wild area：western New Jersey.My characteristic optimism was alive only when I reminded myself that I would be doing what I had wanted to do since I was fourteen—teaching English.
School started，but I felt more and more as if I were in a foreign country.Was this rural area really New Jersey？My students took a week off when hunting season began.I was told they were also frequently absent in late October to help their fathers make hay on the farms.I was a young woman from New York City，who thought that“Make hay while the sun shines” just meant to have a good time.
But，still，I was teaching English.I worked hard，taking time off only to eat and sleep.And then there was my sixthgrade class—seventeen boys and five girls who were only six years younger than me.I had a problem long before I knew it.I was struggling in my work as a young idealistic teacher.I wanted to make literature come alive and to promote a love of the written word.The students wanted to throw spitballs and whisper dirty words in the back of the room.
In college I had been taught that a successful educator should ignore bad behavior.So I did，confident that，as the textbook had said，the bad behavior would disappear as I gave my students positive attention.It sounds reasonable，but the text evidently ignored the fact that humans，particularly teenagers，rarely seem reasonable.By the time my boss，who was also my taskmaster，known to be the strictest，most demanding，most quick to fire inexperienced teachers，came into the classroom to observe me，the students exhibited very little good behavior to praise.
My boss sat in the back of the room.The boys in the class were making animal noises，hitting each other while the girls filed their nails or read magazines.I just pretended it all wasn’t happening，and went on lecturing and tried to ask some inspiring questions.My boss，sitting in the back of room，seemed to be growing bigger and bigger.After twenty minutes he left，silently.Visions of unemployment marched before my eyes.
I felt mildly victorious that I got through the rest of class without crying，but at my next free period I had to face him.I wondered if he would let me finish out the day.I walked to his office，took a deep breath，and opened the door.
He was sitting in his chair，and he looked at me long and hard.I said nothing.All I could think of was that I was not an English teacher；I had been lying to myself，pretending that everything was fine.
When he spoke，he said simply，without accusation，“You had nothing to say to them.”
“You had nothing to say to them.”he repeated.“No wonder they’re bored.Why not get to the meat of the literature and stop talking about symbolism.Talk with them，not at them.And more important，why do you ignore their bad behavior？”We talked.He named my problems and offered solutions.We roleplayed.He was the bad student，and I was the forceful，yet，warm，teacher.
As the year progressed，we spent many hours discussing literature and ideas about human beings and their motivations.He helped me identify my weaknesses and my strengths.In short，he made a teacher of me by teaching me the reality of Emerson’s words：“The secret to education lies in respecting the pupil.”
Fifteen years later I still drive that same winding road to the same school.Thanks to the help I received that difficult first year，the school is my home now.
1.It can be inferred from the story that in 1974________.
A．the writer became an optimistic person
B．the writer was very happy about her new job
C．it was rather difficult to get a job in the USA
D．it was easy to get a teaching job in New Jersey
2.According to the passage，which of the following is most probably the writer’s problem as a new teacher?
A．She had blind trust in what she learnt at college.
B．She didn’t ask experienced teachers for advice.
C．She took too much time off to eat and sleep.
D．She didn’t like teaching English literature.
3.What is the writer’s biggest worry after her taskmaster’s observation of her class?
A．She might lose her teaching job.
B．She might lose her students’ respect.
C．She couldn’t teach the same class any more.
D．She couldn’t ignore her students’ bad behavior any more.
4.Which of the following gives the writer a sense of mild victory?
A．Her talk about symbolism sounded convincing.
B．Her students behaved a little better than usual.
C．She managed to finish the class without crying.
D．She was invited for a talk by her boss after class.
5.The students behaved badly in the writer’s classes because________.
A．they were eager to embarrass her
B．she didn’t really understand them
C．they didn’t regard her as a good teacher
D．she didn’t have a good command of English
6.The taskmaster’s attitude towards the writer after his observation of her class can be best described as ________.
A．cruel but encouraging
B．fierce but forgiving
C．sincere and supportive
D．angry and aggressive
高三英语阅读理解中等难度题查看答案及解析
Lucy， whose skeleton（骨骼） was discovered in Ethiopia in 1974， died shortly after she fell out of a tree， according to a new study published Monday in the British journal Nature．
For their research， Kappelman and Dr． Richard Ketcham used a CT scanner to create more than 35，000 "slices" of Lucy's skeleton． Scientists named her Lucy from the Beatles song "Lucy in the Sky with Diamonds"， which was played at the camp the night of her discovery．
The following analysis of the slices showed sharp， clean breaks seen at the end of Lucy's right humerus （肱骨） are similar to bone breaks seen in victims of falls．
The researchers concluded that these and other breaks in her skeleton show that Lucy， who is believed to have stood about 3 feet 6 inches and weighed about 60 pounds， fell feet first and used her arms to support herself ﹣ but that the injury was too severe to have been survivable．
The researchers estimate that Lucy was going about 35 miles an hour when she hit the ground after falling from a height of roughly 40 feet， according to the statement．
That sounds plausible． But other scientists are doubtful． "There are countless explanations for bone breaks，" Dr， Donald C， Johanson， director of the Institute of Human Origins and one of the scientists who discovered Lucy， said， "The suggestion that she fell out of a tree is largely a just﹣so story and therefore unprovable． " Johanson said it was more likely that Lucy's breaks occurred long after she died， saying that "elephant bones appear to have the same kind of breaks， It's unlikely they fell out of a tree．
But the new research focused on "a small number of breaks" that are consistent with "high﹣energy bone﹣to﹣bone influences" and which differ from the sorts of breaks commonly seen in other collected bones． Kappelman responded in an email， "These appear to have occurred at or near the time of death． "
1.What can we infer about Lucy from Kappelman and Dr． Richard Ketcham's research？
A. She got her name from a song．
B. She had more than 35，000 slices．
C. She couldn't use her arms properly．
D. She made an effort to save herself．
2.What does the underlined word "plausible" in Paragraph 6 probably mean？
A. Reasonable．
B. Creative．
C. Surprising．
D. Unbelievable．
3.Which of the following would Johanson probably agree？
A. Elephants are unlikely to die from falling．
B. Lucy got breaks at or near the time of death．
C. Other reasons for the breaks should be considered．
D. Lucy's bone breaks differ from other bone breaks．
4.What conclusion can we draw from the passage？
A. Lucy didn't die from falling out of a tree．
B. The newly published study was meaningless．
C. The argument on how Lucy died will continue．
D. Scientists will find another way to solve the problem．
高三英语阅读理解中等难度题查看答案及解析
Lucy, whose skeleton(骨骼) was discovered in Ethiopia in 1974, died shortly after she fell out of a tree, according to a new study published Monday in the British journal Nature.
For their research, Kappelman and Dr. Richard Ketcham used a CT scanner to create more than 35,000 "slices" of Lucy's skeleton. Scientists named her Lucy from the Beatles song "Lucy in the Sky with Diamonds", which was played at the camp the night of her discovery.
The following analysis of the slices showed sharp, clean breaks seen at the end of Lucy's right humerus(肱骨) are similar to bone breaks seen in victims of falls.
The researchers concluded that these and other breaks in her skeleton show that Lucy, who is believed to have stood about 3 feet 6 inches and weighed about 60 pounds, fell feet first and used her arms to support herself — but that the injury was too severe to have been survivable.
The researchers estimate that Lucy was going about 35 miles an hour when she hit the ground after falling from a height of roughly 40 feet, according to the statement.
That sounds plausible. But other scientists are doubtful. "There are countless explanations for bone breaks," Dr, Donald C, Johanson, director of the Institute of Human Origins and one of the scientists who discovered Lucy, said, "The suggestion that she fell out of a tree is largely a just-so story and therefore unprovable." Johanson said it was more likely that Lucy's breaks occurred long after she died, saying that "elephant bones appear to have the same kind of breaks, It's unlikely they fell out of a tree. "
But the new research focused on "a small number of breaks" that are consistent with "high-energy bone-to-bone influences" and which differ from the sorts of breaks commonly seen in other collected bones. Kappelman responded in an email, "These appear to have occurred at or near the time of death."
1.What can we know about Lucy from Kappelman and Dr. Richard Ketcham's research?
A. She got her name from a song.
B. She had more than 35,000 slices.
C. She couldn't use her arms properly.
D. She made an effort to save herself.
2.What does the underlined word "plausible" in Paragraph 6 probably mean?
A. Reasonable. B. Creative. C. Surprising. D. Unbelievable.
3.Which of the following would Johanson probably agree?
A. Elephants are unlikely to die from falling.
B. Lucy got breaks at or near the time of death.
C. Other reasons for the breaks should be considered.
D. Lucy's bone breaks differ from other bone breaks.
4.What conclusion can we draw from the passage?
A. Lucy didn't die from falling out of a tree.
B. The newly published study was meaningless.
C. The argument on how Lucy died will continue.
D. Scientists will find another way to solve the problem.
高三英语阅读理解中等难度题查看答案及解析
Collecting information about pre-employment and filling out an application form are closely connected, However, filling out an application form is much easier because you have total control and have enough time to think and plan.
That you are given a form to fill out does not necessarily mean that you have to answer all the questions in it. If the form contains unclear questions or terms and conditions, you can make some changes before signing(签约)it, or refuse to answer some of the questions. What you must realize is that those terms and conditions have been written by highly paid lawyers. Each word is important, or it would not be there; and you can be sure that there is not anything there that is written with your interests in mind.
I know what I speak of because, as a lawyer for Litton Industries. I wrote the terms and conditions that were printed on the back of order forms, I wrote the most tiring terms and conditions anyone has ever seen. Still, 90 percent of the buyers would just sign on them without questioning anything. If anyone questioned them, we would reach an agreement on something that was acceptable to both sides.
So when you see a preprinted application that contains questions or terms and conditions, read it all and read it slowly. If you don’t like something, you can simply change the parts you don’t like, Remember that everything can be settled by discussion. To what degree it can be settled depends on your position, of course, and that is something only you can determine.
1.Filling out application forms is much “easier” because_______.
A. everything connected with application forms is easier
B. you can control the form filling with enough time
C. you can plan and have control of the needed time
D. it is easier to collect information about pre-employment
2.We can learn from the underlined part “Each word is important” that _______.
A. questions in a form must be answered
B. everything in a form must be read carefully
C. the conditions that interest you are changeable
D. something of your interests is most important
3.It can be inferred from the 4th paragraph that_______.
A. you must change a preprinted application before it is discussed
B. questions in a form are more important
C. you have little right to determine the conditions you like most
D. it depends on yourself to settle things in a form
高三英语阅读理解中等难度题查看答案及解析
Collecting information about pre-employment and filling out an application form (申请表)are closely connected, However, filling out an application form is much easier because you have total control and have enough time to think and plan.
That you are given a form to fill out does not necessarily mean that you have to answer all the questions in it. If the form contains unclear questions or terms and conditions, you can make some changes before signing (签约)it, or refuse to answer some of the questions. What you must realize is that those terms and conditions have been written by highly paid lawyers. Each word is important, or it would not be there; and you can be sure that there is not anything there that is written with your interests in mind.
I know what I speak of because, as a lawyer for Litton Industries. I wrote the terms and conditions that were printed on the back of order forms, I wrote the most tiring terms and conditions anyone has ever seen. Still, 90 percent of the buyers would just sign on them without questioning anything, If anyone questions them. We would reach an agreement on something that was acceptable to both sides.
So when you see a preprinted application that contains questions or terms and conditions, read it all and read it slowly. If you don’t like something, you can simply change the parts you don’t like, Remember that everything can be settled by discussion. To what degree it can be settled depends on your position(立场),of course, and that is something only you can determine.
1.Filling out application forms is much “easier” because ________.
A. everything connected with application forms is easier
B. it is easier to collect information about pre-employment
C. you can plan and have control of the needed time
D. you can control the form filling with enough time
2.We can learn from the underlined part” Each word is important” that ________
________.
A. everything in a form must be read carefully
B. questions in a form must be answered
C. the conditions that interest you are changeable
D. something of your interests is most important
3.The writer points out with an example that the side who will sign a form
________.
A. may know it is tiring for both sides to ask questions
B. has to hire a highly paid lawyer to fill out the form
C. should to refuse to answer the questions in the form.
D. can reach an agreement with the other side by discussion
4.It can be inferred from the 4th paragraph that____________
A. it depends on your position to settle everything in a form.
B. questions in a form are more important than your position
C. you have little right to determine the conditions you like most.
D. you must change a preprinted application before it is discussed.
高三英语阅读理解中等难度题查看答案及解析
What does the man want to do? :
A.Apply for a job.
B.Borrow the woman's car.
C.Fill out an application for a loan
高三英语短对话简单题查看答案及解析
Don’t ________ when you fill out a job application. If you were a store clerk, for instance, don’t say you were the manager.
A. accelerate B. withdraw C. compromise D. exaggerate
高三英语单项填空中等难度题查看答案及解析
Can you ________ me a few minutes? I’m not clear about how to fill out the application form.
A．offer B．spare C．afford D．share
高三英语单项填空中等难度题查看答案及解析