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英文 高中

求解這篇 看不太懂😅 謝謝💫

3 《 2 生(人 語卻人 US (0D) boe full Gf 人大) (3)(A) obviously _(B) barely (C) annually(D) mostly (B) rather than (0C) in advance (D) in spite of ( (2 (3)(A) As aresult(B) Certainly (C) Instead (D) By the @iur 包mily has a Special custom every year during the Than 還and grandparents like to plan a feast* that the entire family ] eafing 也e usual Thanksglving foods, like turkey, cornbread, and 和vance about (1) new and exciting dishes every year. We yariefy Ofnations and cultures. This custom began five yea fam廁es had moved into our neighborhood that summer. One 勁9和er was 五om England, and the other was from China. 名e fmilies into our comimunity by having a global Than 1g neighpors for a Thanksglving feast, and served American, Pakistani, 1 global Thanksgiving Noy GOIIUIINUIGStO (S)辣 89d5 SO 也at everyone could feel at home. We discovered th 二(4) helped us all learn more about one another's cultu from around the 和anksgiving each year as a chance to meet with old and ney and sample some neW cuisines*. 普 cuisine”佳看 WOTId, 註:feast 盛宴 recipe 食譜 〔 蕊 ) (1D(A) when to create(B) where to create_(C) what to create (D)howto V11g& Create 及 ) (2)(A) iF (B) onee (COso (Das (3)(A) Later (B) Recently (C) Soon _(D)Long competition(D) coach (D) come across )(4)(A) potential(B) tradition (0) ) (5)(A) pay attention to_(B) light up _(C) look forWard to

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英文 高中

為什麼第一段的倒數一二行的help implenent是兩個動詞

“分裂後,下列合著村 (D)2a、2b (E)1bp、2a 無敵文意選填王 tfor children With autisim/PDTU ce VeIy important forcC 由 AS n afe agnos1S and interventiol 則 en With autiim/PDT under the lndiviqual ! 幅 for early interventlon Serviees Early dia (Pervaslon iental Disorder: Childr' on Act (IDEA), 想喧 1 igible to thelr (Pervasive DeveJopn with Disapities Educatl 例 needs. Apart trom 訓 DT (pirth to 3) and an education: 一 ion programs for 8 nmunication, Social, academic, behavioral, and daily livine hat 4 learnil often require tte tb autism/PDD (ages3 tudentStW1 academic istruction, Special educatic Vlearried ou fo 22) 9 imlproy Ing individua intertere SKiJJs. Behavior and communication froble emsS assistfance Ofa professional/who 18 knowledge: 虹調 in the autism field to develobp and hel consSlSte approbr inlpJement a 6Jamwhich can be 站 at home and school. The cJassroom environment Should be Structured so that the progra 18 0 and predictabJe.。 Students with autism/PDD ]earn better and are less confused Wtet d@ 1 說 Jnformation 1 PTes ted 6 & ce 1a]ly / rbally 1 六Sualy Verbally. Interaction with nondisabled DeetS 時 紀so important, for 碟六 1 p 。 fOr 了ese students provide models 0f approprlate 1ang ial 面 說 W pehavioral SKi]Is. Consistencv 玉上 and continuity :; lmportan hildren Ity are P 【 1 autlsm/PDD, and Parents Should a] 只 尖 4 id alwayS be S 和 FIOgram, So 也at jeamine activi 0 0 記 計 e GelVItleS, experience 1 弓 上“hceS, and approach il be m i 4 ad oan pecarmried over “broaches Will oOSt effect

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