更多"I’ll take down your name and addres"的相关试题:
[单项选择]I’ll take down your name and address in case you（）as a witness.
A. are needed
B. have needed
C. need
D. were needed
[单项选择]If you（ ）your name and address on the card, we’ll send the book to you as soon as it is retumed.
A. go over
B. fill in
C. find out
D. carry out
[填空题]You wait standing behind your chair in case your host wishes to begin with a toast, ______ (根据不同的情况，你也可能要站着饮酒).
[简答题]Your name and address go at the top and also your phone number. What job do youwant That’s a prospective employer looks for first. If you know exactly, list that nextunder Job Objective. Make sure your resume focuses on the kind of work you can doand want to do.
[简答题]What’s your name How do you spell your family name
[简答题]Would you please tell us your name
[填空题]
First, any habit which slows down your silent reading to the
speed at which you speak, or read aloud is inefficient. If you point out each
word as you read, or move your head, or form the words with your lips, you read
poorly. Less obvious habits also hold back reading efficiency. One is "saying"
each word silently by moving your tongue or throat or vocal cords; another is
"hearing" each word as you read.
These are habits which should
have been outgrown long ago. The beginning reader is learning low letters can
make words, how written words are pronounced, and how sentences are put
together. Your reading purpose is quite different; it is to understand
meaning.
It has been estimated that up to 75% of the words in
English arc not really necessary for conveying the meaning. The secret of silent
reading is to seek out those key words and phrases which carry the thought and
so pay less attention to words which exist only for the sake of gram
[单项选择]Write your name and address on your bag ______ you lose it.
A. in any case
B. in case
C. in no case
D. in that case
[简答题]{{B}}What’s your name How do you spell your family name {{/B}}
[填空题]Please fill your name, address and telephone number in your (apply) ______ form.
[单项选择]Parents can easily come down with an acute case of schizophrenia from reading the contradictory reports about the state of the public schools. One sat of experts asserts that the schools are better than they have been for years. Others say that the schools are in terrible shape and are responsible for every national problem from urban poverty to the trade deficit. One group of experts looks primarily at such indicators as test scores, and they cheer what they see: all the indicators—reading scores, minimum competency test results, the Scholastic Aptitude Test scores—are up, some by substantial margins. Students are required to take more academic courses—more mathematics and science, along with greater stress on basic skills, including knowledge of computers. More than 40 state legislatures have mandated such changes. But in the eyes of another set of school reformers such changes are at best superficial and at worst counterproductive. These experts say that merely toughening requirements, without either improving the quality of instruction or, even more important, changing the way schools are organized and children are taught makes the schools worse rather than better. They challenge the nature of the test, mostly multiple choice or true or false, by which children"s progress is measured; they charge that raising the test scores by drilling pupils to come up with the right answers does not improve knowledge, understanding and the capacity to think logically and independently. In addition, these critics fear that the get-tough approach to school reform will cause more of the youngsters at the bottom to give up and drop out. This, they say, may improve national scores but drain even further the nation"s pool of educated people. The way to cut through the confusion is to understand the different yardsticks used by different observers. Compared with what schools used to be like "in the good old days", with lots of drill and uniform requirements, and the expectation that many youngsters who could not make it would drop out and find their way into unskilled jobs—by those yardsticks the schools have measurably improved in recent years. But by the yardsticks of those experts who believe that the old school was deficient in teaching the skills needed in the modern world, today"s schools have not become better. These educators believe that rigid new mandates may actually have made the schools worse.People who think schools axe not doing any better base their judgment on the______.
A. non-substantial margins of the scores
B. toughened requirements of state legislation
C. nature of the tests
D. ability of students to think logically.
