根据下列句子及所给汉语注释，在句子右边的横线上写出空缺处各单词的正确形式。（每空只写一词）

1.Only then did I realize the _____________(重要性) of learning English.

2.All countries, big or small, should be ___________.(平等)

3.The ___________(狭窄的) high way should be broadened.

4.__________(幸运地)， he passed the exam successfully.

5.He _____________(经历) a terrible traffic accident last month.

6.With the _____________(发展) of the economy, more and more people buy private cars.

7.We will remove the ______________(家具) from our house.

8.A policeman asked: “What _____________(引起) the fire in the hotel?”

9.The meeting will be held on next ____________ (星期三).

10.We must do something to reduce the air ________________.（污染）

In nineteen ninety-nine, twelve percent of public elementary schools in the United States required students to wear uniforms. Just three years later, estimates were almost double that.

A study of six big-city Ohio public schools showed students who were required to wear uniforms had improved graduation, behavior and attendance rates. Academic performance was unchanged.

Some middle and high schools in Texas have also joined the movement. Yet studies find mixed results from requiring uniforms. And some schools have turned away from such policies.

Supporters believe dressing the same creates a better learning environment and safer schools. The school district in Long Beach, California, was the first in the country to require uniforms in all elementary and middle schools. The example helped build national interest in uniforms as a way to deal with school violence and improve learning.

Findings in Long Beach suggested that the policy resulted in fewer behavior problems and better attendance. But researcher Viktoria Stamison, who has looked at those findings, says they were based only on opinions about the effects of uniforms.

She says other steps taken at the same time to improve schools in Long Beach and statewide could have influenced the findings. The district increased punishments for misbehavior. And California passed a law to reduce class sizes.

In Florida, for example, researcher Sharon Pate found that uniforms seemed to improve behavior and reduce violence. In Texas, Eloise Hughes found fewer discipline problems among students required to wear uniforms, but no effect on attendance.

Sociologist David Brunsma has studied school uniform policies since nineteen ninety-eight. He collected the reports in the book. In his own study, he found that reading and mathematics performance dropped after a school in rural Pennsylvania required uniforms.

Political and community pressures may persuade schools to go to uniforms to improve learning. But David Brunsma and others believe there is not enough evidence of a direct relationship. In fact, he says requiring uniforms may even increase discipline problems.

52. What’s the main idea of this passage?

A. More and more students are required to wear uniforms in the US.

B. Wearing uniforms contributes to good academic performance.

C. Researchers in the US argue for school uniform policies.

D. Evidence for school uniform policies in the US is seen as weak.

53. Which was/were the first in the US to require uniforms in all elementary and middle schools?

A. Six big-city Ohio public schools.

B. The school district in Long Beach, California.

C. Some middle and high schools in Texas.

D. Some elementary and middle schools in Florida.

54. Which of the following researchers are NOT supporters of school uniform policies?

A. Viktoria Stamison and Sharon Pate.  

B. Sharon Pate and David Brunsma.

C. Eloise Hughes and Sharon Pate.  

D. Viktoria Stamison and David Brunsma.

55. The underlined word “misbehavior” in the sixth paragraph probably means ______.

A. serious crime            B. bad performance

C. absence for class       D. action against wearing uniforms

56. We can infer from the passage that ______.

A. more work is needed to get better information about uniform’s effect

B. the number of schools requiring uniforms in the US will decline sharply

C. wearing uniforms has little to do with behavior and learning

D. politicians and communities won’t vote for uniform policies

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

If you want to learn anything at school, you need to listen to your teachers. Unfortunately, millions of kids can’t hear what their teachers are saying. And it’s not because these students are goofing off. Often, it’s the room’s fault. Building architecture and building design can create echo(回声)-filled classrooms that make hearing difficult.

Children with hearing impairments（损伤）suffer most from noisy classrooms. They sometimes can’t hear questions that other students ask in class. Compared with kids with healthy hearing, they have a harder time picking up new vocabulary words by hearing them in talking.

Even kids with normal hearing have a harder time in the classroom when there’s too much noise. Younger children in particular have trouble separating important sounds – like a teacher’s voice – from background noise. Kids with learning disabilities and speech impediments（障碍）and kids for whom English is a second language also have a harder time learning in noisy situations.

In recent years, scientists who study sound have been asking schools to reduce background noise, which may include loud air-conditioners and pipes. They’re also targeting outdoor noises, such as highway traffic. Noise reduction is a big deal. Why? Because quieter classrooms might make you smarter by letting you hear your lessons better.

“It’s so obvious that we should have quiet rooms that allow for access to the lesson,” says Dan Ostergren, a hearing scientist. “Sometimes it surprises me that we spend so much time discussing this topic. I just want to go. Why is this hard for anyone to grasp?”

1.The underlined part “goofing off” in the first paragraph can be replaced by “     ”.

2.Who is most affected by noisy classrooms?

3.Why should noise be reduced in classrooms?

4.What would be the best title for the passage?

1.Probably most injuries happen to skaters’ wrists because ________.

A. few skaters wear wrist guards               

B. The wrist is the most fragile body part

C. skaters often push out their hands when falling 

D. skaters don’t know how to protect their wrists

2.________ are the majority in the study.

A. Those who wore helmets          

B. Those who wore wrist guards

C. Those who wore knee pads        

D. Those who wore no protective gear

3.To reduce injuries greatly, a skater should at least wear __________.

A. a helmet and elbow pads         

B. wrist guards and knee pads

C. elbow pads and wrist guards     

D. the whole set of protective gear

4.This passage is most probably be found in __________.

A. a poster     B. science fiction    

C. collection of choice stories    D. newspaper

5.What was the main point of the study?

A. To encourage people to learn skating.           

B. To advise skaters to wear safety pads.

C. To advertise for skating protective gear.       

D. To introduce ways of protecting skaters.