第二部分：閱讀（共兩節(jié)，滿分50分）
第一節(jié)（共15小題；每小題2.5分，滿分37.5分）
閱讀下列短文，從每題所給的A、B、C、D四個(gè)選項(xiàng)選出最佳選項(xiàng)。
A
Teen Hmewrk Help Services at the Seattle Public Library
During the schl year, we ffer a variety f prgrams and services t help students f all ages succeed in schl.
In-persn Hmewrk Help
We have vlunteers wh can help K-12 students with any schl subject. Students withut hmewrk can play learning enrichment games with trained tutrs. Yu can get hmewrk help mst days during the schl year, except fr weekends and schl hlidays. N reservatins are required s just cme t the library during hmewrk help hurs and bring yur hmewrk assignment. D nt wrry if yu d nt have all the supplies yu need. We have many things available that yu can use, like markers, paper, and pencils.
Virtual Tutring
Lg in t tutr.cm with a library card. All Seattle Public Schls students can create a library link number with their student ID number instead. Yu, can still access tutr.cm even if, yu we library fines. Live tutrs are available daily frm 2 pm t 10 pm. They can help with any schl subject, cllege essay writing, and jb applicatins.
Online Resurces
Academic OneFile
This database ffers a wrld f academic research at yur fingertips, with mre than 17,000 schlarly jurnals and a wide range f multimedia cntent.
Culture Grams
This nline resurce gives an inside lk at the histry, culture and custms f the wrld’s peple, cvering infrmatin n mre than 200 cuntries.
Oppsing Viewpints in Cntext
This database prvides insight and research int tday’s httest tpics in science, scial studies and the latest news and is perfect fr debate preparatin r anyne interested in seeing bth sides scial issues.
AP Style bk Online
This nline versin f the fficial Assciated Press Style bk is searchable, custmizable and updated regularly. It is created t standardize mass cmmunicatin and ffer writing guidelines n spelling, usage, punctuatin and style.
21. What can we knw abut In-persn Hmewrk Help?
A. It requires bking in advance. B. It ffers services thrughut the year.
C. It hlds classes t teach schl subjects. D. It prvides fun learning activities.
22. What will make Virtual Tutring inaccessible t Seattle Public Schls students?
A. Nt having the library cards. B. Lsing their student ID cards.
C. Owing library fines. D. Cnsulting live tutrs in the mrning.
23. Which f the fllwing can nt be fund frm the nline resurces?
A. Tips n winning an Academy Award. B. Festivals in the wrld.
C. Current affairs cncerning science. D. Writing skills n spelling.
B
Many f my students are frm Latin American cuntries, where ral strytelling is deeply rted in their culture. This made it harder t encurage a lve fr reading in my classrm. This year, with the help f a wrkmate, I’ve cme up with sme slutins t help my students build cnnectins with bks.
One strategy is making reading a shared activity. Instead f assigning individual reading tasks, I made reading time a teamwrk. During ur reading time, I arrange the desks in a circle. I’ll take the lead by reading alud. Since I primarily teach newcmers with limited English, we ften read bks that are simple yet engaging, like thse written by M Willems.
After reading a stry t the students, I give students the pprtunity t take the lead. What surprised me mst was hw much they lve this rle. They’re nt nly willing t read but take it a step further by adpting expressive vices, using dramatic gestures, and even reinterpreting the characters in ways that reflect their wn cultural experiences. This shared experience has made reading mre enjyable, transfrming it int a scial, cllabrative activity.
I’ve als intrduced a strytelling circle int ur classrm. During strytelling circles, students are encuraged t share persnal stries frm their life. These stries can be funny, serius, r anything in between, and the frmat is very relaxing. The strytelling circle helps students take wnership f the stries we read and share. They begin t understand that stries belng t them and can reflect their wn lives.
It’s amazing t see the students cnnect their wn stries t the characters and situatins in the bks we read — and, in turn, build a deeper cnnectin t reading itself.
Since intrducing these changes int my classrm, I’ve nticed that students wh nce resisted picking up a bk nw view it as an pprtunity t cnnect — with their friends, with their families, and with their wn experiences. It’s als a great reminder that when students feel seen, heard, and valued, they are mre likely t engage, nt just with bks, but with learning as a whle.
24. What made it hard fr the authr t make his students lve reading?
A. Students’ unfamiliarity with ral strytelling.
B. The deeply rted activity in their culture.
C. Students’ inability t read independently.
D. The authr’s lack f engaging bks.
25. Hw des the authr make reading a shared activity?
A. By asking students t write stries tgether.
B. By arranging desks in rws fr better fcus.
C. By assigning bks fr students t read at hme.
D. By inviting students t lead reading activities in turn.
26. What is the strytelling circle like?
A. DramaticB. Rigid.C. Inspiring.D. Cmpetitive.
27. What des the authr think helps students cnnect with reading?
A. Being mnitred.B. Feeling appreciated.
C. Reading challenging bks.D. Cmpleting daily assignments.
C
Glbal adult diabetes cases have dubled t mre than 800 millin during the past three decades, far beynd previus estimates, accrding t new research.
A grundbreaking study published in The Lancet this week reveals a healthcare crisis, with mre than half f adults ver the age f 30 wh have diabetes ging untreated. Researchers highlighted the need fr better diabetes screening and treatment in lw-and middle-incme cuntries, which have seen the sharpest rise in cases since 1990.
The analysis was a jint effrt between the Wrld Health Organizatin, r WHO, and the NCD Risk Factr Cllabratin, a glbal netwrk f health scientists and researchers that cllects and analyzes data n nn-cmmunicable disease risk factrs.
Accrding t the study, the cmbined prevalence (盛行) f type 1 and type 2 diabetes amng adults has bmed frm 7 percent t 14 percent glbally ver 30 years. It nted that fur natins accunted fr mre than half f glbal diabetes cases, with India having the mst at 212 millin cases, fllwed by China with 148 millin, the US with 42 millin, and Pakistan with 36 millin. Previus WHO estimates had put the ttal number f glbal diabetes cases at 422 millin.
Pacific island natins, alng with parts f the Caribbean, Middle East, and Nrth Africa, reprted the highest diabetes rates glbally, mre than 25 percent f adults. Amng wealthy Western natins, the US leads with 12.5 percent, fllwed by the UK at 8.8 percent.
While the number f diabetes cases has sared, treatment rates in sme regins have remained almst still, the authrs nted, even as sme higher-incme cuntries have made significant prgress, creating an expanding treatment divide.
Senir authr Majid Ezzati, a prfessr at Imperial Cllege Lndn, said: “This is especially cncerning as peple with diabetes tend t be yunger in lw-incme cuntries and, in the absence f effective treatment, are at risk f life-lng cmplicatins.”
28. What is the health crisis mentined in the article?
A. Diabetes are spreading amng develped cuntries.
B. Many adults ver 30 with diabetes haven’t been treated.
C. Diabetes have becme an incurable disease in the wrld.
D. Diabetes has caused little damage t peple’s health.
29. Hw des the authr indicate the seriusness f the crisis?
A. By giving examples. B. By making cmparisns.
C. By reasning. D. By citing numbers.
30. What can we cnclude frm the furth paragraph?
A. Diabetes are increasing amng adults.
B. Half f the serius diabetes cases are in Asia.
C. The study f diabetes mainly happens in Asia.
D. WHO pays n attentin t diabetes in Asia.
31. What did Majid Ezzati imply in his wrds?
A. Peple are strngly cncerned abut the treatment f diabetes.
B. Yunger peple with diabetes in lw-incme cuntries are wrried.
C. Diabetes tend t happen t cmmn peple in lw-incme cuntries.
D. Yung peple with diabetes will suffer mre fr lacking effective treatment.
D
Small batteries are big prblems, but nbdy really pays attentin t where they end up. Researchers at the Cellulse & Wd Materials Labratry are wrking t address this prblem. Their new research paper describes a water-activated paper battery develped frm envirnmentally friendly materials that culd eventually present a sustainable alternative t the mre harmful batteries cmmn in lw-pwer devices.
The paper battery has the same key cmpnents as standard batteries but packages them differently. Like a typical chemical battery, it has a psitively charged side called a cathde, a negatively charged side called an ande, and a cnductive material called an electrlyte (電解質(zhì)) between the tw. A traditinal battery’s cmpnents are encased in plastic and metal; in the new battery, the ande and cathde are inks printed nt the frnt and back f a piece f paper. That paper is filled with salt, which disslves (溶解) when the paper is dampened with water. The resulting saltwater slutin acts as the electrlyte.
Sustainable materials were a precnditin fr the researchers, wh cnsidered nly safe and plentiful ingredients t create their device. “We were fairly cnfident that we wuld have smething that wuld wrk in the end, but develping these materials and ink systems is challenging,” says Gustav Nystr?m, senir authr f the study.
After trying hundreds f frmulatins fr the battery cmpnents, the researchers settled n a graphite ink t make the cathde, a zinc ink fr the ande, and salt-filled paper t create the electrlyte.
When the paper is dry, the battery is shelf-stable. Add just a cuple f drps f water, hwever, and the salt disslves, allwing electrns t flw. Once the paper is dampened, the battery activates within 20 secnds. The new battery’s perating perfrmance declines as the paper dries. When the scientists re-wet the paper during testing, the battery regained functinality and lasted an hur befre beginning t dry ut again.
Althugh the researchers demnstrated that their battery culd pwer an alarm clck, the paper batteries are unlikely t replace standard nes n stre shelves. Nystr?m envisins a future where these paper batteries culd make their way int prducts within the next tw t five years. “The perfrmance that yu see n this device, I think, is sufficient fr a lt f ther applicatins already,” he says. It is mstly a matter f scaling up prductin and integrating the batteries int systems such as diagnstic tests and envirnmental sensrs.”
32. Hw is the paper battery similar t the standard battery?
A. Bth batteries can perate fr nly an hur.
B. They bth have tw charged sides and an electrlyte.
C. The key cmpnents are envirnmentally friendly.
D. They are bth packaged in plastic and metal.
33. __________ is the cnditin fr the paper battery t wrk.
A. Heating the saltB. Wetting the paper
C. Drying ut the batteryD. Charging the electrns
34. Nystr?m will mst likely agree with the predictin that __________.
A. majr technlgical breakthrugh will be made in the near future
B. all hme appliances will be pwered by paper batteries
C. the future fr a wide applicatin f paper batteries is nt far ff
D. paper batteries will have lnger shelf life than traditinal nes
35. Which f the fllwing statements best describes the significance f paper battery?
A. It advances the battery manufacturing industry.
B. It is a lw-cst alternative t traditinal battery.
C. It turns dangerus e-waste int useful prducts.
D. It is a creative way t reduce ptential e-waste.
第二節(jié)（共5小題；每小題2.5分，滿分12.5分）
閱讀下面短文，從短文后的選項(xiàng)中選出可以填入空白處的最佳選項(xiàng)。選項(xiàng)中有兩項(xiàng)為多余選項(xiàng)。
While mst f us wrk hard t shine at the presentatins and speeches we can prepare fr, we may find imprmptu (即興的) cmmunicatin scary. Actually, yu just need t learn specific skills t cmmunicate effectively when put n the spt. Here are a few pinters.
____36____ What d yu want yur audience t knw? Hw d yu want them t feel, and what d yu want them t d? Having a clear bjective paired with an awareness f yur audience will narrw yur fcus. Then yu can priritize what t say and chse yur exact wrds mre wisely.
Organize Yur Thughts. When making frmal presentatins, mst peple give a lgical structure that audiences can easily fllw. But few f us adequately rganize thughts in imprmptu situatins. ____37____ In fact, the best speakers maintain audience interest by demnstrating cnnectins amng specific pints, ideas, fr example.
Listen as well as yu talk. ____38____ Yu shuld d the ppsite: fcus n listening s that yu can better understand the in-the-mment needs and interests f yur cnversatin partners and respnd mre effectively. Paraphrasing r asking pen-ended fllw-up questins can help cnfirm yur understanding and prvide extra time t think abut yur respnse.
Dare t be dull. Dn’t feel yu need t give a standut perfrmance. One ppular saying applies here, “____39____” Listeners are mre likely t trust and apprve f yu when yu speak like a human being rather than an actr r a rbt. Research shws that the mst effective speech includes mderate use f fillers such as “um” and “uh”.
The real prblem in imprmptu cmmunicatin isn’t an inability t cmmunicate. ____40____ Frtunately, a measure f experimentatin thught, and practice f the skills can make imprmptu speaking pprtunities yur time t shine.
A. He knws mst wh speaks least.
B. Identify a cmmunicatin gal.
C. It’s being s nervus that we struggle with the talks.
D. Dn’t let the perfect be the enemy f the gd.
E. We may assume that it’s impssible t d s in the fly.
F. Mst peple cncentrate n what t say during imprmptu encunters.
G. A clear structure enhances cmprehensin and engagement.
第三部分：語言應(yīng)用（共兩節(jié)，滿分30分）
第一節(jié)（共15小題；每小題1分，滿分15分）
閱讀下列短文，從每題所給的A、B、C、D四個(gè)選項(xiàng)中選出可以填入空白處的最佳選項(xiàng)。
Every culture n the planet has certain tpics that peple avid discussing. But the tabs f ne culture may be very different frm thse f anther. Yu may be ____41____ that peple frm ther cultures say what yu can’t talk abut.
Paying attentin t what peple dn’t ____42____ can teach us smething imprtant abut their culture. Their tab tpics give us clues abut what they value, respect r even fear. Tpics that are cnsidered t persnal r t cntrversial may als be avided.
America is full f tab tpics. Usually, during a plite cnversatin, Americans will ____43____ bth plitics and religin. They als avid talking abut racial issues. Why? Because these tpics can cause strng pinins and ____44____. Americans believe it’s best t avid them—especially at scial gatherings. Many Americans als d nt feel ____45____ talking abut their persnal incme, age r health. ____46____, they prefer t make small talks abut the weather, sprts r cmmn interests.
What d these tabs tell us abut American ____47____? Fr ne, they shw that Americans place imprtance n ____48____. America certainly isn’t the nly place that values it. Yu will find ____49____ tabs abut asking persnal questins in many Eurpean cuntries. “This is especially true in Germany,” says Hanna Graf, a German living in Shanghai. “In Germany, yu are nt suppsed t ask abut ther peple’s persnal business,” she says. “But there are n ____50____ rules abut what yu can’t ask; it’s just in peple’s minds.”
In Brazil, ____51____ , almst anything seems pen t discussin. “Brazilians talk abut all kinds f persnal issues,” says Mark Quinn, wh grew up in Brazil. But f curse, even Brazil has its wn tabs. In Brazil, sccer is the ne tpic that can turn friends int enemies. Brazilians lve the sprt. Saying anything ____52____ abut sccer can cause big truble. Even expressing preference fr ne team ver anther can be ____53____.
Like Brazilians, Australians talk freely abut almst anything. Hwever, they d nt talk abut their persnal r business ____54____. They prefer t let peple judge them by their actins, nt their wrds. Basting yur achievements will nly make yu the ____55____ f ther peple’s jkes.
And what abut yur tabs? The next time yu have a cnversatin, pay attentin t what isn’t said. Yu might be amazed at what yu learn abut yur wn culture.
41. A. excitedB. surprisedC. fascinatedD. relieved
42. A. stressB. cnsiderC. desireD. discuss
43. A. rule utB. take tC. tuch upnD. fcus n
44. A. argumentsB. interactinsC. agreementsD. relatinships
45. A. relaxed B. embarrassed C. cnfused D. disappinted
46. A. Besides B. Occasinally C. Frankly D. Instead
47. A. values B. features C. statuses D. dreams
48. A. culture B. independence C. privacy D. freedm
49. A. giant B. unique C. similar D. aggressive
50. A. specialized B. basic C. cmmn D. written
51. A. mrever B. hwever C. therefre D. anyhw
52. A. super B. wrthless C. magical D. negative
53. A. beneficial B. impressive C. dangerus D. emtinal
54. A. failures B. secrets C. lives D. achievements
55. A. audience B. designer C. target D. Interpreter
第二節(jié) 語法填空（共10小題；每小題1.5分，滿分15分）
閱讀下面短文，在空白處填入1個(gè)適當(dāng)?shù)膯卧~或括號(hào)內(nèi)單詞的正確形式。
The Paris 2024 Olympic Games will be remembered fr a lng time. It witnesses China’s inspiring sprting recrds (56)________(symbl) the rise f Asia, with China taking the lead.
China’s winning 40 gld medals shws the Asian renaissance that is reshaping the wrld (57)___________(ecnmic), culturally and scially. The victry f athletes frm China, alng with (58)___________ frm Hng Kng and China’s Taiwan regin, and ther Asian natins, (59)___________(reflect) a newfund cnfidence and capability acrss the cntinent.
But what makes this Asian renaissance? The answer lies in a unique blend f (60)___________(visin) leadership, ecnmic grwth and a culture f discipline and (61)___________(persevere). China succeeded in sme traditinally Western-dminated sprts, such as swimming and tennis. Nineteen-year-ld Pan Zhanle’s wrld recrd in the 100m freestyle and Zheng Qinwen’s histric win in wmen’s tennis are just examples f China’s expanding capabilities in sprts nce (62)___________(cnsider) beynd its reach.
Impressive (63)___________ China’s recrd-breaking medal rank in Paris is, it likely marks just the beginning f (64)___________ this nble natin and its utstanding athletes are capable f achieving in the cming years.
Cngratulatins t China and all Asian athletes n yur inspiring Olympic success, (65)___________ achievements have nt nly redefined the limits f human ptential but have als made a new era fr Asia n the wrld stage.
第四部分 寫作（共兩節(jié)，滿分40分）
第一節(jié) 應(yīng)用文（滿分15分）
66. 假設(shè)你是李華，想邀請(qǐng)本校英國交換生Tm參加學(xué)校舉辦的“傳統(tǒng)文化進(jìn)校園”活動(dòng) (Embracing Traditinal Culture n Campus)。內(nèi)容包括：
1. 活動(dòng)的時(shí)間、地點(diǎn)；
2. 活動(dòng)的項(xiàng)目。
注意：
1. 詞數(shù)80左右；
2. 可適當(dāng)增加細(xì)節(jié)，以使行文連貫。
Dear Tm,
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________
Yurs sincerely,
Li Hua
第二節(jié) 讀后續(xù)寫（滿分25分）
閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
Lucy and her friend Jack lved being at schl every day because they bth really enjyed music lessns. Lucy began playing tw instruments, the pian and the vilin, but she enjyed singing mre. She dreamed f being a pp star like Alex Pepper ne day. Jack had a guitar and played pp and rck music very well. He wanted t be the clest guitar player in the wrld.
One day, their music teacher, Mr. Brwn, said t the class, “We’re ging t have a music cmpetitin here at schl next Friday. If yu want t enter, yu must sing r play a sng n the schl stage. Alex Pepper will be here that day fr his cncert at City Stadium, s I wrte t his manager and asked him t cme and give yu sme guidance. He’s ging t decide the best perfrmer and invite him r her t his cncert.”
Lucy and Jack determined t take part in the cmpetitin as a team. They chse a sng called “I’ll Help Yu!” They practiced n the playgrund in their spare time. Lucy made such great prgress that Jack was deeply absrbed in her singing and ften said admirably, “Hw sweet yur vice is!” While they practiced, the branches f the trees arund the playgrund were swaying (搖擺) in the wind as if they were enjying their perfrmance.
On the afternn f the cmpetitin, all the students were waiting in the schl hall fr Alex Pepper t arrive. When he walked in with Mr. Brwn, everyne clapped. Alex smiled and waved and then he and Mr. Brwn sat dwn n special seats in frnt f the schl stage.
Then the cmpetitin started. Lts f ther students sang befre Jack and Lucy. An lder girl named Mary sang very well. Sme students shuted “Mre! Mre!” when she finished. “She’s ging t win,” thught Lucy. Sn Mr. Brwn pinted t Jack and Lucy and called ut that it was their turn.
注意：
1. 續(xù)寫詞數(shù)應(yīng)為150左右；
2. 請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。
Paragraph 1:
Lucy began t tremble unknwingly when she std in the middle f the stage.
___________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________
Paragraph 2:
Hearing the result, Lucy whispered t Jack guiltily. ______________________________
___________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________
參考答案
第一部分：聽力（略）
第二部分：閱讀
21~23 DBA24~27 BDCB28~31 BDAD32~35 BBCD
36~41 BGFDC
第三部分：語言應(yīng)用
第一節(jié)： 41~45 BDAAA46~50 DACCD51~55 BDCDC
第二節(jié)：
symblizing57. ecnmically58. thse59. reflects
visinary61. perseverance62. cnsidered63. as
64. what65. whse
第四部分：寫作（略）

相關(guān)試卷

江蘇省南京市高三六校聯(lián)合體2024-2025學(xué)年高三下學(xué)期2月英語試卷：

這是一份江蘇省南京市高三六校聯(lián)合體2024-2025學(xué)年高三下學(xué)期2月英語試卷，文件包含江蘇省南京市六校聯(lián)合體2024-2025學(xué)年高三下學(xué)期2月聯(lián)合調(diào)研英語試卷docx、英語聽力mp3等2份試卷配套教學(xué)資源，其中試卷共21頁， 歡迎下載使用。

江蘇省南京市高三六校聯(lián)合體2024-2025學(xué)年高三下學(xué)期2月英語試卷（附參考答案）：

這是一份江蘇省南京市高三六校聯(lián)合體2024-2025學(xué)年高三下學(xué)期2月英語試卷（附參考答案），共16頁。

江蘇省南京市中華中學(xué)2024-2025學(xué)年高二9月月考英語試卷：

這是一份江蘇省南京市中華中學(xué)2024-2025學(xué)年高二9月月考英語試卷，共10頁。試卷主要包含了5分，滿分37等內(nèi)容，歡迎下載使用。

英語朗讀寶

相關(guān)試卷 更多

江蘇省南京市寧海中學(xué)2023-2024學(xué)年高二下學(xué)期期末熱身訓(xùn)練英語試卷

江蘇省南京市寧海中學(xué)2023-2024學(xué)年高二下學(xué)期期末熱身訓(xùn)練英語試卷
江蘇省南京市寧海中學(xué)2023-2024學(xué)年高二下學(xué)期期末熱身訓(xùn)練英語試卷（含答案）

江蘇省南京市寧海中學(xué)2023-2024學(xué)年高二下學(xué)期期末熱身訓(xùn)練英語試卷（含答案）
江蘇省南京市寧海中學(xué)-2022學(xué)年高一下學(xué)期3月月考英語試題

江蘇省南京市寧海中學(xué)-2022學(xué)年高一下學(xué)期3月月考英語試題
江蘇省南京市寧海中學(xué)2020-2021學(xué)年高二上學(xué)期期末考試英語試題（word版不含答案）

江蘇省南京市寧海中學(xué)2020-2021學(xué)年高二上學(xué)期期末考試英語試題（word版不含答案）
資料下載及使用幫助
版權(quán)申訴
版權(quán)申訴
若您為此資料的原創(chuàng)作者，認(rèn)為該資料內(nèi)容侵犯了您的知識(shí)產(chǎn)權(quán)，請(qǐng)掃碼添加我們的相關(guān)工作人員，我們盡可能的保護(hù)您的合法權(quán)益。
入駐教習(xí)網(wǎng)，可獲得資源免費(fèi)推廣曝光，還可獲得多重現(xiàn)金獎(jiǎng)勵(lì)，申請(qǐng) 精品資源制作， 工作室入駐。
版權(quán)申訴二維碼
月考專區(qū)
歡迎來到教習(xí)網(wǎng)
  • 900萬優(yōu)選資源，讓備課更輕松
  • 600萬優(yōu)選試題，支持自由組卷
  • 高質(zhì)量可編輯，日均更新2000+
  • 百萬教師選擇，專業(yè)更值得信賴
微信掃碼注冊(cè)
qrcode
二維碼已過期
刷新

微信掃碼，快速注冊(cè)

手機(jī)號(hào)注冊(cè)
手機(jī)號(hào)碼

手機(jī)號(hào)格式錯(cuò)誤

手機(jī)驗(yàn)證碼 獲取驗(yàn)證碼

手機(jī)驗(yàn)證碼已經(jīng)成功發(fā)送，5分鐘內(nèi)有效

設(shè)置密碼

6-20個(gè)字符，數(shù)字、字母或符號(hào)

注冊(cè)即視為同意教習(xí)網(wǎng)「注冊(cè)協(xié)議」及「隱私條款」
QQ注冊(cè)
手機(jī)號(hào)注冊(cè)
微信注冊(cè)

注冊(cè)成功

返回
頂部