题目内容
A practical English Grammar is intended for intermediate（中级的） and post-intermediate students. We hope that more advanced learners and teachers will also find it useful.
The book is a comprehensive survey of structures and forms, written in clear modern English and illustrated with numerous examples. Areas of particular difficulty have been given special attention. Differences between conversational usage and strict grammatical forms are shown but the emphasis is on controversial forms.
In the fourth edition the main changes are as follows.
1. Explanation and examples have been brought up to date.
2. There is now more information on countable and uncountable nouns, attributive and predicative adjectives, adverbs of place, sentence adverbs, cleft sentences, prepositions, conjunctives, modal verbs, perfect tenses, infinitive constructions, the passive, purpose clauses and nouns.
3. Some material has been rearranged to make comparisons easier. For example, parts of chapters on can, may, must etc. are now grouped by functions; verbs of liking and preference have a chapter to themselves; suggestions and invitations have joined the chapter on commands, requests and advice.
4. The contents list now summaries every edition heading, and there is a new index containing many more entries references.
In this edition the sign “~” is frequently used to show a change of speaker in examples of dialogue. Note also that although the sign “="”" sometimes connects two words or expressions with the same meaning, it is often used more freely, e.g. to indicate a transformation from active to passive or direct to indirect speech.
We wish to thank all at Oxford University Press who have assisted in the preparation of the fourth edition. We would also like to thank Professor Egawa of Nihon University, Japan, Professor Rene Dirven of Duisburg University, West Germany and other colleagues for their friendly and helpful suggestions.
London, November 1985 A.J.T., A.VM
1.The grammar book mentioned in this passage is not suitable for .
A．a middle school teacher B．a primary school student
C．a senior high student D．a college student
2.According to the passage, we know that his grammar book .
A．compares modern English with old English
B．gives a large number of examples to reduce difficulty
C．attaches more importance to conversational forms
D．pays little attention to strict grammatical forms
3.Which of the following statements about the changes is TRUE?
A．This book keeps up with the latest usages of the America English language.
B．This edition offers more information about pronouns.
C．It’s not easy for us to find the information we need in this book.
D．One particular chapter discusses verbs like “care, like, love, hate, prefer, wish”.
4.When you see this line in the book, “Did you get a ticket? ~Yes, I managed to get one”, we can understand that .
A．the two parts before and after the sign “~” mean the same
B．the two parts before and after “~” are said by two different people
C．the second speaker repeats what the first speaker says
D．the topic is changed in the part after the sign “~”
5.In the last paragraph, the authors thank several people because .
A．they have helped the authors with this edition
B．they have agreed to buy a lot of books from the authors
C．the authors want to make use of the fames of those people
D．those people will make advertisements for this book
1.B
2.C
3.D
4.B
5.A
【解析】
试题分析：本文主要介绍了实用英语语法书的特点及对它的第四版主要不同的地方进行了介绍。
1.细节题。根据文章第一段A practical English Grammar is intended for intermediate（中级的） and post-intermediate students.实用英语语法适合中级水平或者更高水平的学者。即不适用于小学生。故选B
2.细节题。根据第二段Differences between conversational usage and strict grammatical forms are shown but the emphasis is on controversial forms.可知，更加注重于有争议的形式，故选C.
3.细节题判断题。根据第三条verbs of liking and preference have a chapter to themselves;可知某一个特定的章节会来讨论意思相近的动词的区别，故选D.
4.细节题。从In this edition the sign “~” is frequently used to show a change of speaker in examples of dialogue.可知，“~”表示两个不同的人在对话，所以前后两部分是不同的人说话的内容，故选B.
5.细节题。从最后一段We would also like to thank Professor Egawa of Nihon University, Japan, Professor Rene Dirven of Duisburg University, West Germany and other colleagues for their friendly and helpful suggestions.可知，他们这些人都给作者提供了好的建议和帮助，故选A.
考点：教育类说明文
点评：本文不难，生词多但并影响理解。文中主要对这本实用语法书进行了有针对性的介绍。对于细节题较多的文章，学生应该抱有信心，因为每个答案都在文章中，解答此类文章要注重细节，对长句子要耐心分析成分，结合题目仔细的作答。
Scientists from South Korea are trying to convert（转化）sound waves into electricity. The research could lead to charging a cell phone from a conversation or providing energy to the nation’s electricity system generated（产生）by the noise during rash-hour traffic.
“Just as speakers transform electrical signals into sound, the opposite process —turning sound into a source of electrical power — is possible,” said Young Jun Park and Sang-Woo Kim, the joint authors of a new article in the journal Advanced Materials.
Harvesting energy from phone calls and passing cars is based on materials known as piezoelectrics. When bent, piezoelectric materials turn that mechanical energy into electricity. Lots of materials are piezoelectric: cane sugar, quartz （石英）and even dried bone which could create an electrical charge when stressed. For decades, scientists have pumped electricity into piezoelectric materials for use in environmental sensors, speakers and other devices.
Over the past few years, however, scientists have made dramatic advances in getting electricity out of piezoelectric devices. In an experiment, by using sound waves, which at 100 decibels（分贝）were not quite as loud as a rock concert （a normal conversation is about 60-70 decibels）, the South Korean scientists produced a mild electrical current of about 50 millivolts（毫伏）. The average cell phone requires a few volts to function, several times the power this technology can currently produce.
“But the real question is whether there is enough surrounding noise to act as a power source as for a cell phone,” said McAlpine, a leading scientist. A consumer probably wouldn’t want to attend a rock concert or stand next to a passing train to charge his cell phone. The South Korean scientists agree but they expect to get a higher power output as they continue their work.
【小题1】According to the two South Korean scientists, ________.
| A．sound waves can travel faster than electricity |
| B．new materials can send cell phone signals better |
| C．using cell phones adds to heavy traffic in rush hour |
| D．electricity and sound can be transformed into each other |
| A．can produce electricity when stressed |
| B．are good at changing electricity into sound |
| C．can reduce the noise of passing cars |
| D．have been widely used in phones and cars |
| A．it is hard to change sound into electricity under current conditions |
| B．it is impossible to make use of loud sound |
| C．the technology has a long way to go to have a practical use |
| D．the technology can power cell phones easily |
| A．the noise pollution | B．the sound resource |
| C．the cost of piezoelectrics | D．the safety of devices |
If your preschoolers turn up their noses at carrots or celery, a small reward like a sticker for taking even a taste may help get them to eat previously disliked foods, a UK study said.
Though it might seem obvious that a reward could encourage young children to eat their vegetables, the idea is actually controversial, researchers wrote in the American Journal of Clinical Nutrition. That’s because some studies have shown that rewards can backfire and cause children to lose interest in foods they already liked, said Jane Wardle, a researcher at University College London who worked on the study. Verbal praise, such as “Brilliant! You’re a great vegetable taster,” did not work as well.
The study found t hat when parents gave their small children a sticker each time they took a “tiny taste” of a disliked vegetable, it gradually changed their attitudes. The children were also willing to eat more of the vegetables-either carrots, celery, cucumber, red pepper, cabbage or sugar snap peas-in laboratory taste tests, the study said.
Researchers randomly assigned（分派）173 families to one of these groups. In one, parents used stickers to reward their children each time they took a tiny sample of a disliked vegetable. A second group of parents used verbal praise. The third group, where parents used no special vegetable-promoting methods, served as a “control”.
Parents in the reward groups offered their children a taste of the “target” vegetable every day of 12 days, Soon after, children in the sticker group were giving higher ratings to the vegetables-and were willing to eat more in the research lab, going from an average of 5 grams at the start to about 10 grams after the 12-day experience. The turnaround also seemed to last, with preschoolers in the sticker group still willing to eat more of the once disliked vegetable three months later.
Why didn’t the verbal praise work? Wardle said the parents’ words may have seemed “insincere” to their children.
【小题1】The purpose of writing the passage is .
| A．to introduce a practical method of making children eat vegetables |
| B．to show the procedure of an experiment on children’s diet |
| C．to explain why children hate to eat vegetables |
| D．to present a proper way of vernal praise to parents |
| A．shoot from behind the back |
| B．make a lire in the hackyard |
| C．produce an unexpected result |
| D．achieve what was planned |
| A．Most children are born to dislike carrots or celery. |
| B．It remains a question whether rewarding is a good way to get children to eat vegetables. |
| C．Oral praise wokrs quite well in encouraging children to eat vegetables. |
| D．Children in the sticker group will never lose interest in eating vegetables. |
| A．By comparison. | B．By asking questions. |
| C．By giving examples, | D．By discussion. |
| A．Children like rewards, not verbal praise. |
| B．Parents should praise their children in a sincere tone. |
| C．Children are difficult to inspire. |
| D．Parents should give up verbal praise. |