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I have done much of the work. Could you please finish ______ in two days？A．the restB．the o

I have done much of the work. Could you please finish ______ in two days？

A．the rest

B．the other

C．another

D．the others

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更多“I have done much of the work. …”相关的问题

第1题

Mary: What are you working on？ Susan: I'm doing some embroidery. Mary: ______ Susan: I don

't do very much, just for very special occasions.

A．I didn't know you did needlework.

B．I think you have done a good job.

C．Where did you learn to do needlework？

D．Why do you do needlework？

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第2题

They have done ________work these days.

A.too much

B.much too

C.too many

D.many too

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第3题

You could have done much better last week.Why（）.

A.didn' t you

B.shouldn' t you

C.couldn’t you

D.hadn .t you

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第4题

回答下列各题 D Hobbs was an orphan．He worked in a fact&y a

nd every day he got a little money．Hard work changed him thin and weak．He wanted to borrow a lot of money to learn painting pietures，but he did not think he could pay off the debts． One day the lawyer said to him，“One thousand dollars，and here is the money．”As Hobbs took the package of noted，he was very dumbfounded．He didn’t know where the money canle from and how to spend it．He said to himself,“I could go to find a hotel and live like a rich man for a few days：or I give up my work in the factory and do what Id like to d0：painting pictures．I could do that for a few weeks．but what would I do after that？I should have lost my place of the factory and have no money to live on．If it were a little less money．I would buy a new coat，or a radi0，or give a dinner to my friends．If it were more，I could give up the work and Pay for painting pictures．But it’s too much for one and too little for the other．” “Here is the reading of your uncle’s will”，said the lawyer，“telling what is to be done with this money after his death．I must ask you to remember one point．Your uncle has said you must bring me a paper showing exactly what you did with his money，as soon as you have spent it．”“Yes．I see．Ill do that．”said the young man． He wanted to borrow money because he wanted to__________．

A.study abroad

B.work abroad

C.pay for the debts

D.1earn to paint pictures

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第5题

I am（)what I have done in my life.A.capable ofB.interested inC.responsible for

I am()what I have done in my life.

A.capable of

B.interested in

C.responsible for

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第6题

I could have done it better if I______ more time.A．have hadB．hadC．had hadD．will have had

I could have done it better if I______ more time.

A．have had

B．had

C．had had

D．will have had

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第7题

This is the reason ______I have not done my homework.A．whereB．whenC．whichD．why

This is the reason ______I have not done my homework.

A．where

B．when

C．which

D．why

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第8题

I got up early, but I ()so, because I had no work to do thatmorning.

A.shouldn' t have done

B.mustn' t do

C.needn' t have done

D.needn' t do

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第9题

During the adolescence, the development of political ideology becomes apparent in the indi

vidual: ideology here is defined as the presence of roughly consistent attitudes, more or less organized in reference to a more encompassing set of general principles. As such, political ideology is dim or absent at the beginning of adolescence. Its acquisition by the adolescent, in even the most modest sense, requires the acquisition of relatively sophisticated cognitive skills; the ability to manage abstractness, to synthesize and generalize, to imagine the future. These are accompanied by a steady advance in the ability to understand principles.

The child's rapid acquisition of political knowledge also promotes the growth of political ideology during adolescence. By knowledge I mean more than the dull "facts" such as the composition of country government, that the child is exposed to in the conventional ninth-grade school course. Nor do I mean only information on current political realities. These are facts of knowledge, but they are less critical than the adolescent's absorption of a feeling for those many unspoken assumptions about the political system that comprise the common ground of understanding, for example, what the state can "appropriately" demand of its citizens, and vice versa, or the "proper" relationship of government to subsidiary social institutions, such as the schools and churches. Thus, political knowledge is the awareness of social assumptions and relationships as well as of objective facts. Much of the naivete that characterizes the younger adolescent's grasp of politics stems not from an ignorance of "facts" but from an incomplete comprehension of the common conventions of the system, of which is and not customarily done, and of how and why it is or is not done.

Yet I do not want to over-emphasize the significance of increased political knowledge in forming adolescent ideology, Over the years I have become progressively disenchanted about the centrality of such knowledge and have come to believe that much current work in political socialization, by relying too heavily on its apparent acquisition, has been misled about the tempo of political understanding in adolescence. Just as young children can count numbers in series without grasping the principle of ordination, young adolescents may have in their heads many random hits of political information without a secure understanding of those concepts that would give order and meaning to the information.

Children's minds pick up bits and pieces of data, but until the adolescent has grasped the encompassing function that concepts and principles provide, the data remain fragmented, random, disordered.

The author's primary purpose in the text is to ______.

A．clarify the kinds of understanding an adolescent must have in order to develop a political ideology

B．dispute the theory that a political ideology can be acquired during adolescence

C．explain why adolescents are generally uninterested in political arguments

D．suggest various means of encouraging adolescents to develop personal political ideologies

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第10题

根据内容回答下列各题，When Pat Jones finished college, she decided she wanted to travel aro

und the world and see as many foreign places as she could _51_ she was young. Pat wanted to visit Latin America first, so she got a job _52_ an English teacher in a school in BoliviA．Pat spoke a little Spanish, _53_ she was able to communicate with her students even when they didn’t know much English. A sentence she had read somewhere stuck in her mind: if you dream _54_ a foreign language, you have really mastered it. Pat repeated this sentence to her students and hoped that someday she would dream in Spanish and they would dream in English. One day, one of her worst students came up and explained in Spanish that he had not done his homework. He had _55_ early, and had slept badly. “What does this have to do with _56_？” Pat demanded. “I dreamed all night, Miss, Jones, and my dream was in English!” “In English” Pat was very surprised, since he was such a bad students. She was _57_ secretly jealous. Her dreams were still not in Spanish. But she encouraged her young student, “Well, tell me about your dream.” “All the people in my dream _58_ English,” the student said, “And all the signs were in English. All the newspapers and magazines and all the TV programs were in English.” “But that’s wonderful,” said Pat, “What did all the people say to you？” “I’m _59_, Miss Jones. that’s _60_ I slept so badly. I didn’t understand a word they say,It was a nightmare!”

A.as

B.while

C.if

D.since

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