以下哪句话是Anything else的回答（）

—Would you like anything else？—____________________？A I'd like to take bus.B I'd
—Would you like anything else？
—____________________？
A I'd like to take bus.
B I'd like to play piano.
C I'd like some cookies.

第九题，在接电话时，最后一句“有什么可以帮助您”的英文怎么说（）

根据短文的内容回答，下列题目 How We Form. First Impression（1) We all have first impressio
根据短文的内容回答，下列题目
How We Form. First Impression
(1) We all have first impression of someone we just met. But why？ Why do we form. an opinion about someone without really knowing anything about him or her--aside perhaps from a few remarks or readily observable traits.
(2) The answer is related to how your brain allows you to be aware of the world. Your brain is so sensitive in picking up facial traits, even very minor difference in how a person&39;s eyes, ears,nose, or mouth are placed in relation to each other makes you see him or her as different. In fact, your brain continuously process incoming sensory information——the sights and sounds of your world. These incoming "signals" are compared against a host of "memories" stored in the brain areas called the cortex system to determine what these new signals "mean".
(3) If you see someone you know and like at school, your brain says "familiar and safe". If you see someone new, it says, "new-potentially, threatening". Then your brain starts to match features of this stranger with other "known" memories. The height, weight, dress, ethnicity,gestures, and tone of voice are all matched up. The more unfamiliar the characteristics, the more your brain may say, "This is new. I don&39;t like this person." Or else, "I&39;m intrigued." Or your brain may perceive a new face but familiar clothes, ethnicity, gestures--like your other friends; so your brain says: "I like this person." But these preliminary "impressions" can be dead wrong.
(4) When we stereotype people, we use a less mature form. of thinking (not unlike the immature thinking of a very young child) that makes simplistic and categorical impressions of others.
Rather than learn about the depth and breadth of people--their history, interest, values,strengths, and true character--we categorize them as jocks, geeks, or freaks.
(5) However, if we resist initial stereotypical impressions, we have a chance to be aware of what a person is truly like. If we spend time with a person, hear about his or her life, hopes, dreams, and become aware of the person&39;s character, we use a different, more mature style. of thinking——and the most complex areas of our cortex, which allow us to be humane.
Paragraph 2 __________ 查看材料
A.Ways of departure from immature and simplistic impressions
B.Comment on first impression
C.Illustration of first impression
D.Comparing incoming sensory information against memories
E.Threatening aspect of first impressions
F.Differences among Jocks， Geeks and Freaks

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－Would you like me to help you to make a plan today for the summer vacation？－_________
-Would you like me to help you to make a plan today for the summer vacation？
-_____________________.
A No, I already have plans.
B I'm ill, so I shouldn't go out.
C It is nice of you to say so, but I'm busy tonight.

Would you like me to help you make a plan for the summer vacation？（).A. No, I already ha
Would you like me to help you make a plan for the summer vacation？().
A. No, I already have my plans.
B. I'd love to, but I'm busy today.
C. I'm ill, so I shouldn't go out.

Tlevision 36 its first serious appearance in 1939, but it did not become common until the early 1950’s. Since then, innumerable children 37 in front of the set. However, many people now worry about the effect of TV on the young. They wonder there had never been 38 invention. Why are they so afraid？ Is television really harmful？Like almost anything else, television has its good as well as its bad sides. It has 39 joy and interest into the lives of the old, the sick, and the lonely. Without it, some of these people would have little pleasure and no window 40 the world.Unfortunately, some television programs have been extremely harmful to the young. Children do not have enough 41.They do not realize that TV programs often show an unreal world、Commercials lie in order to sell products that are sometimes bad or useless. Children believe them and want to 42 what they see on TV. They believe that they will make more friends if they use a certain soap—or some other product. They believe that the murders on TV 43 are normal and acceptable. By the time they are out of high school, most young people have watched about 15,000 hours of television, and have seen about 18,000 violent 44.If they see violent deaths every day, how can they be shocked by murder in real life？
Television has certainly changed our lives and our society. 45 its good points, it has brought many problems. We must find a solution to these problems because—whether we like it or not—television is here to stay.
36. A、brought
B、took
C、did
D、made
37. A、grew up
B、are growing up
C、have grown up
D、grow up
38. A、such
B、so an
C、such an
D、so
39. A、got
B、took
C、carried
D、brought
40. A、of
B、on
C、to
D、for
41. A、experiences
B、experience
C、experiencing
D、an experience
42. A、integrate
B、make
C、initiate
D、initiate
43. A、screens
B、faces
C、surfaces
D、appearances
44. A、dead
B、deaths
C、deads
D、death
45. A、Come with
B、With along
C、Upon with
D、Along with

It would be interesting to discover how many young people go to university without any clear idea of what they are going to do afterwards. (1) If one considers the enormous variety of courses offered, it is not hard to see how difficult it is for a student to select the course most suited to his interests and abilities. (2) If a student goes to university to acquire a broader perspective of life, to enlarge his ideas and to learn to think for himself, he will undoubtedly benefit. (3) Schools often have too restricting an atmosphere, with its timetables and disciplines, to allow him much time for independent assessment of the work he is asked to do. (4) Most students would, I believe, profit by a year or so's exploration of different academic studies, especially those "all-rounders" with no particular interest. They should have longer time to decide in what subject they want to take their degrees, so that in later life, they do not look back and say, "I should like to have been an archaeologist. If I hadn't taken a degree in Modem languages, I shouldn't have been up as an interpreter, but it's too late now. I couldn't go back and begin all over again."
(5) There is, of course, another side to the question of how to make the best use of one's time at university. (6) This is the case of the student who excels in a particular branch of learning. (7) He is immediately accepted by the university of his choice, and spends his three or four years becoming a specialist, emerging with a first-class Honour Degree and very little knowledge of what the rest of the world is all about. (8) It therefore becomes more and more important that, if students are not to waste their opportunities, there will have to be much more detailed information about courses and more advice. Only in this way can we be sure that we are not to have, on the one hand, a band of specialists ignorant of anything outside of their own subject, and on the other hand, an ever increasing number of graduates qualified in subject for which there is little or no demand in the working world.

Like most people, I was brought up to look upon life as a process of getting. It was not until in my late thirties that I made this important discovery: giving away makes life so much more exciting. You need not worry if you lack money. This is how I experimented with giving away. If an idea for improving the window display of a neighborhood store flashes to me, I step in and make the suggestion to the storekeeper. One discovery I made about giving away is that it is almost impossible to give away anything in this world without getting something back, though the return often comes in an unexpected form. One Sunday morning the local post office delivered an important special delivery letter to my home, though it was addressed to me at my office. I wrote the postmaster a note of appreciation. More than a year later I needed a post office box for a new business I was starting. I was told at the window that there were no boxes left, and that my name would have to go on a long waiting list. As I was about to leave, the postmaster appeared in the doorway. He had overheard our conversation. " Wasn't it you that wrote us that letter a year ago about delivering a special delivery to your home？ " I said yes. "Well, you certainly are going to have a box in this post office if we have to make one for you. You don't know what a letter like that means to us. We usually get nothing but complaints.
From the passage, we understand that______.
A．the author did not understand the importance of giving until he was in late thirties
B．the author was like most people who were mostly receivers rather than givers
C．the author received the same education as most people during his childhood
D．the author liked most people as they looked upon life as a process of getting

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以下哪句话不是是表示“还需要别的吗（）

Like most people, I was brought up to look upon life as a process of getting. It was not until in my late thirties that I made this important discovery: giving-away makes life so much more exciting. One discovery I made about giving-away is that it is almost impossible to give away anything in this world without getting something back, though the return often comes in an unexpected form. One Sunday morning the local post office delivered an important special delivery letter to my home, though it was addressed to me at my office. I wrote the postmaster a note of appreciation. More than a year later I needed a post-office box for a new business I was starting. I was told at the window that there were no boxes left, and that my name would have to go on a long waiting list. As I was about to leave, the postmaster appeared in the doorway. He had overheard our conversation. “Wasn’t it you that wrote us that letter a year ago about delivering a special delivery to your home？” I said it was. “Well, you certainly are going to have a box in this post office if we have to make one for you. You don’t know what a letter like that means to us. We usually get nothing but complaints.”
At first the author looked upon life as a process of getting He formed this view of life because_______.
A.other people were selfish
B.he thought if exciting to get from others
C.of his early education
D.of his character
The author wrote a note of appreciation to the post office because________.A.he knew what such a note would mean to the post office
B.he had discovered giving-away made life all the more exciting
C.he believed he would get something back by doing so.
D.the postman delivered an important letter in time
When the author needed a post-office box,_________.A.he wrote the postmaster a note of appreciation.
B.he asked to put his name on a waiting list.
C.he tried to see the postmaster.
D.many had applied for post-office boxes before him.
The postmaster promised__________.A.to make a new post-office box for the author
B.to let the author have a post-office box.
C.to include the author’s mane on the list.
D.to deliver the author’s mail to his home
The postmaster interfered because_________.A.he was thankful for the letter the author had written
B.he overheard their conversation
C.he was proud of their good service
D.he received a lot of complaints for lack of post-office box

请帮忙给出每个问题的正确答案和分析，谢谢！