—What can I do for you?—I’d like to buy a present for my brother, one at a proper price but of great use.()此题为判断题(对，错)。

题目
—What can I do for you?—I’d like to buy a present for my brother, one at a proper price but of great use.()

此题为判断题(对，错)。

相似考题

1.You look(). What () you () ?A、tire, did…doB、tiring, have…doneC、tired, do…doD、tired, have…been doing

2.一I'm very tired. I've please just finished work .--- ____.A. Well，you'd better go home and have a good restB. Oh，great! CongratulationsC.Ok,I'11 give it to you tomorrow.

3.What () you () at eight o'clock tomorrow morning?A、are; doingB、do; youC、will; doD、will; be doing

4.---Good morning. I've got an appointment with Miss Smith in the PersonnelDepartment.--Ah, good morning. You ____be Mrs. Peters.A. mightB. mustC. wouldD. can

参考答案和解析
参考答案：对
更多“—What can I do for you?—I’d like to buy a present for my brother, one at a proper price but of great use.() ”相关问题

  • 第1题：

    以下程序的输出结果是()。main(){char*a[][5]={“how”,”do”,”you”,”do”,”!”};char**p;inti;p=a;for(i=0;i<4;i＋＋);printf(“%s”,p[i]);}()

    A.howdoyoudo!

    B.how

    C.howdoyoudo

    D.hdyd


    正确答案:C

  • 第2题：

    根据提供的信息和语言素材设计教学方案，用英文作答。?
    设计任务：请阅读下面学生信息和语言素材。设计一节英语口语课的教学方案。教案没有固定格式，但须包含下列要点：?
    ·teaching ;objectives?
    ·teaching ;contents?
    ·key ;and ;difficult ;broints?
    ·major ;stebrs ;and ;time ;allocation?
    · ;activities ;and ;justifications?
    教学时间：45分钟?
    学生概况：某城镇普通中学九年级(初中三年级)学生，班级人数40人，多数已经达到《义务教育英语课程标准(2011版)》四级水平，学生课堂参与积极性一般。?
    语言素材：?
    ;Boy ;1: ;Wow, ;how ;luck!?
    ;Girl ;1 ;: ;What ;would ;you ;do ;if ;you ;won ;the ;lottery??
    ;Boy ;1 ;: ;If ;I ;won ;the ;lottery, ;I'd ;give ;the ;money ;to ;the ;Zoo. ;I ;want ;to ;helbr ;the ;brandas.?
    ;Girl ;1 ;.. ;That's ;a ;good ;idea ;! ;I ;know ;what ;I' ;d ;do. ;If ;I ;won ;the ;lottery, ;I' ;d ;buy ;a ;big ;house ;for ;my ;family.?
    ;Girl ;2.. ;Really? ;I'd ;brut ;the ;money ;in ;the ;bank. ;Then ;I'd ;just ;watch ;it ;grow!?
    ;Boy ;2: ;Hmm ;... ;I ;think ;I'd ;give ;the ;money ;to ;medical ;research. ;I'd ;want ;to ;helbr ;other ;breobrle.?



    答案：
    解析：
    Teaching Contents: In this class, students could control the structure"I would / I'd do" to talk about the imaginary situations. Teaching Objectives ..
    ?( 1 ) Knowledge objective
    ①Key Vocabulary
    lottery, million, medical, research
    ②Target Language
    Look!This girl won a million dollars in the lottery.
    Wow! What would you do if you won a million dollars?
    I'd give it to medical research.
    ③ Structure
    I would / I'd do
    ?(2) Ability objective
    Students' listening ability will be well improved.
    (3) Emotional objective
    Students can be more interested in English. Students should remember it's really being cool to realize your dream through great efforts.
    Teaching Key Points:
    (1) Target language
    (2) The structure: I would / I'd do
    Teaching Difficult Point:
    The structure : I would / I' d do
    Teaching Aid :
    A tape recorder
    Teaching Procedures:
    Step 1 Revision (3 minutes)
    Review the structure "should be allowed to" by asking students to make sentences about school rules.
    (Justification: The revision can examine students' learning effect and easily lead in the text.)
    Step 2 Presentation (25 minutes)
    la
    This activity focuses on vocabulary and structures introduced in the unit.
    Read the instructions to the class.
    Call students' attention to the words in the box. Ask a student to read them to the class.
    T: What would you do if you had a lot of money?Add more ideas to the list.
    Then share your answers with other students.
    Get students to complete the task. First individually, then in groups.
    As they work, walk around the room checking progress and offering any help they may need.
    Collect answers from students on the blackboard.
    Answers will vary but should include a mixture of ideas for helping themselves and others.
    1b
    The teacher reads the instructions to the class, and reads the question in the speech bubble, then explains the word "lottery" to students.
    T: You will hear teenagers talking about what they would do if they won the lottery.
    Point to the pictures. Ask students to describe them one by one.
    For example, for Picture One, a student might say, "If I won the lottery, I' d buy a big house."
    Point out the sample answer.
    T: The first picture you will hear about has the number one on it.
    Play the recording for the first time. Students only listen.
    Play the recording again. This time students listen and number the pictures in the order they hear them.
    Check the answers.
    ?(Justification: This step can arouse students' interests and presents the target language in spoken conversation.)
    Step 3 Practice (12 minutes)
    Read the instructions to the class in order to call students' attention to the conversation in the box. Then,explain the vocabulary words"million" and"medical research". Finally, invite a pair of students to read it to the class.
    ?S1 : Look ! This girl won a million dollars in the lottery.
    ?S2: Wow! What would you do if you won a million dollars?
    ?S1 : I'd give it to medical research.
    ?Write it on the blackboard.
    ?T: Pretend you are the people in the picture. Talk with your partner about what you would do if you won a million dollars.
    Get students to work in pairs. As they work in pairs together, walk around the room offering language support as needed.
    After students have had a chance to practice several exchanges, ask pairs to come to the front of the classroom and act out their conversations.
    (Justification: This step can provide an oral practice using the target language for students.)
    Step 4 Summary and Homework (5 minutes)
    Summary: In this class, we've learned some vocabulary words and the target language"What would you do if you won the lottery?I'd give it to medical research".
    Homework: If you had a large amount of money, e.g. $100,000, what would you buy?Please write down each item and its cost to see how you will spend the full amount. And bring your lists to class tomorrow.
    (Justification: Homework can help students consolidate what they have learned in this class and improve their writing abilities.)
    Blackboard Design :
    Unit 4 What would you do?
    Section A
    The First Period
    Target language :
    A: Look. This girl won a million dollars in the lottery.
    B: Wow! What would you do if you won a million dollars?
    A: I'd give it to medical research.

  • 第3题：

    资料：Changing careers is becoming more popular. Not just because there are more career options available, but also out of necessity. As new industries arise, others die. It's up to you to figure out if your career is still going to be around in the next 5-10 years. Some studies say we could have as many as nine careers in our professional lifetime. Which begs the question: do you know what it takes to successfully change career lanes repeatedly?
    Switching careers is like changing highway lanes: you must signal!
    If you want to move in a new career direction, you need to signal to the professional world you intend to make a change. You need to do it with purpose and specificity. It must look well-thought out and intentional. Otherwise, people will A） not know you are looking to make the change, and B）assume you are doing it because you failed in your current career in some way.
    1. Give the logic and passion behind your career change.
    When signaling to your network you want to switch careers you must explain why both your head and heart are ready to change. Perhaps there are financial or geographic reasons （i.e., you need to relocate or make more money）. But, you must also convey the excitement and sincere desire you have for this new career （i.e., you want to make a difference or work on a particular type of problem that needs to be solved）.
    2. Build a marketing campaign for your business-of-one.
    Most employers prefer to hire people with previous experience. Thus, you're going to need a way to convey to them your transferable skills from your former career path will be equally valuable. The best way to do this is to create a targeted list of employers you want to work for and then strategically network with their employees. The more conversations and connections you can have within your new career path, the easier it will be to convince someone to hire you in spite of your lack of experience.
    To sum it up … Once you commit to a career change, the secret to success is to make sure everyone knows about it. Otherwise, you will struggle to change career lanes efficiently and effectively.

    What’s the best way to convince someone to hire you in spite of your lack of experience?

    A.To build a marketing campaign by creating a better resume.
    B.To give the logic and passion behind your career change.
    C.To make sure everyone knows about your intention of changing career.
    D.To have more conversations and connections within your new career path.

    答案：D
    解析：
    本题考查的是细节理解。
    【关键词】the best way; to convince someone to hire you; in spite of your lack of experience
    【主题句】第5自然段 The more conversations and connections you can have within your new career path, the easier it will be to convince someone to hire you in spite of your lack of experience. 在新的职业道路上，你有越多的对话和联系，就越容易说服别人雇用你，即便你缺乏工作经验。
    【解析】题干意为“说服别人雇用你而不顾你缺乏工作经验的最佳方式是什么？” 选项A意为“通过创建更好的简历来建立营销活动”；选项B意为“在职业变化背后，你需要逻辑和激情”；选项C意为“确保每个人都知道你改变职业的意愿”；选项D意为“在新的职业道路上有更多的对话和联系”。根据主题句可知，选项D符合题意。

  • 第4题：

    —What______you _______at ten o' clock yesterday﹖ —I_______ in class.

    A、were doing studied

    B、was doing was studying

    C、were doing was studying

    D、was doing studied


    正确答案：C

  • 第5题：

    根据提供的信息和语言素材设计教学方案，用英文作答。
    设计任务：请阅读下面学生信息和语言素材。设计一节英语口语课的教学方案。教案没有固定格式，但须包含下列要点：
    ·teaching ;objectives
    ·teaching ;contents
    ·key ;and ;difficult ;broints
    ·major ;stebrs ;and ;time ;allocation
    · ;activities ;and ;justifications
    教学时间：45分钟
    学生概况：某城镇普通中学九年级(初中三年级)学生，班级人数40人，多数已经达到《义务教育英语课程标准(2011版)》四级水平，学生课堂参与积极性一般。
    语言素材：
    ;Boy ;1: ;Wow, ;how ;luck!
    ;Girl ;1 ;: ;What ;would ;you ;do ;if ;you ;won ;the ;lottery
    ;Boy ;1 ;: ;If ;I ;won ;the ;lottery, ;I'd ;give ;the ;money ;to ;the ;Zoo. ;I ;want ;to ;helbr ;the ;brandas.
    ;Girl ;1 ;.. ;That's ;a ;good ;idea ;! ;I ;know ;what ;I' ;d ;do. ;If ;I ;won ;the ;lottery, ;I' ;d ;buy ;a ;big ;house ;for ;my ;family.
    ;Girl ;2.. ;Really ;I'd ;brut ;the ;money ;in ;the ;bank. ;Then ;I'd ;just ;watch ;it ;grow!
    ;Boy ;2: ;Hmm ;... ;I ;think ;I'd ;give ;the ;money ;to ;medical ;research. ;I'd ;want ;to ;helbr ;other ;breobrle.



    答案：
    解析：
    Teaching Contents: In this class, students could control the structure"I would / I'd do" to talk about the imaginary situations. Teaching Objectives ..
    ( 1 ) Knowledge objective
    ①Key Vocabulary
    lottery, million, medical, research
    ②Target Language
    Look!This girl won a million dollars in the lottery.
    Wow! What would you do if you won a million dollars
    I'd give it to medical research.
    ③ Structure
    I would / I'd do
    (2) Ability objective
    Students' listening ability will be well improved.
    (3) Emotional objective
    Students can be more interested in English. Students should remember it's really being cool to realize your dream through great efforts.
    Teaching Key Points:
    (1) Target language
    (2) The structure: I would / I'd do
    Teaching Difficult Point:
    The structure : I would / I' d do
    Teaching Aid :
    A tape recorder
    Teaching Procedures:
    Step 1 Revision (3 minutes)
    Review the structure "should be allowed to" by asking students to make sentences about school rules.
    (Justification: The revision can examine students' learning effect and easily lead in the text.)
    Step 2 Presentation (25 minutes)
    la
    This activity focuses on vocabulary and structures introduced in the unit.
    Read the instructions to the class.
    Call students' attention to the words in the box. Ask a student to read them to the class.
    T: What would you do if you had a lot of money Add more ideas to the list.
    Then share your answers with other students.
    Get students to complete the task. First individually, then in groups.
    As they work, walk around the room checking progress and offering any help they may need.
    Collect answers from students on the blackboard.
    Answers will vary but should include a mixture of ideas for helping themselves and others.
    1b
    The teacher reads the instructions to the class, and reads the question in the speech bubble, then explains the word "lottery" to students.
    T: You will hear teenagers talking about what they would do if they won the lottery.
    Point to the pictures. Ask students to describe them one by one.
    For example, for Picture One, a student might say, "If I won the lottery, I' d buy a big house."
    Point out the sample answer.
    T: The first picture you will hear about has the number one on it.
    Play the recording for the first time. Students only listen.
    Play the recording again. This time students listen and number the pictures in the order they hear them.
    Check the answers.
    (Justification: This step can arouse students' interests and presents the target language in spoken conversation.)
    Step 3 Practice (12 minutes)
    Read the instructions to the class in order to call students' attention to the conversation in the box. Then,explain the vocabulary words"million" and"medical research". Finally, invite a pair of students to read it to the class.
    S1 : Look ! This girl won a million dollars in the lottery.
    S2: Wow! What would you do if you won a million dollars
    S1 : I'd give it to medical research.
    Write it on the blackboard.
    T: Pretend you are the people in the picture. Talk with your partner about what you would do if you won a million dollars.
    Get students to work in pairs. As they work in pairs together, walk around the room offering language support as needed.
    After students have had a chance to practice several exchanges, ask pairs to come to the front of the classroom and act out their conversations.
    (Justification: This step can provide an oral practice using the target language for students.)
    Step 4 Summary and Homework (5 minutes)
    Summary: In this class, we've learned some vocabulary words and the target language"What would you do if you won the lottery I'd give it to medical research".
    Homework: If you had a large amount of money, e.g. $100,000, what would you buy Please write down each item and its cost to see how you will spend the full amount. And bring your lists to class tomorrow.
    (Justification: Homework can help students consolidate what they have learned in this class and improve their writing abilities.)
    Blackboard Design :
    Unit 4 What would you do
    Section A
    The First Period
    Target language :
    A: Look. This girl won a million dollars in the lottery.
    B: Wow! What would you do if you won a million dollars
    A: I'd give it to medical research.

  • 第6题：

    You look（） What（）you（）?

    Atire；did；do

    Btiring；have；done

    Ctired；do；do

    Dtired；have；been doing


    D
    略

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