The bird hid _____ food inside trees for the winters.

       The twentieth century saw greater changes than any century before changes for the better, changes for the worse, changes that brought a lot of benefits to human beings ,changes that put man in danger .Many things caused the changes ,but ,in my opinion ,the most important was the progress in science.

       Scientific research in physics and biology has vastly broadened our views. It has given us a deeper knowledge of the structure of matter and of the universe ,it has brought us a better understanding of the nature of life and of its continuous development .Technology in the application of science has made big advances that have benefited us in nearly every part of life.

       The continuation of such activities in the twenty-first century will result in even greater advantages to human beings : in pure science―a wider and deeper knowledge in all fields of learning ;in applied science―a more reasonable sharing of material benefits ,and better protection of the environment.

       Sadly ,however ,there is another side to the picture .The creativity of science has been employed in doing damage to mankind .The application of science and technology to the development and production of weapons of mass destruction has created a real danger to the continued existence of the human race on this planet .We have seen this happen in the case of nuclear weapons ,Although their actual use has so far occurred only in the Second World War ,the number of nuclear weapons that were produced and made ready for use was so large that if the weapons had actually been used ,the result could have been the ruin of the human race ,as well as of many kinds of animals.

       William Shakespeare said. “The web of our life is of a mingled yarn（纱线）,good and ill together. “The above brief review of the application of only one part of human activities―science seems to prove what Shakespeare said. But does it have to be so ?Must the ill always go together with the good ?Are we biologically programmed for war?

72．Which of the following best shows the structure of the passage?

       （①=Paragraph 1,②=Paragraph 2, ③=Paragraph 3, ④=Paragraph 4,⑤=Paragraph 5）

73．From the fourth paragraph ,we can infer that       .

       A．a great many nuclear weapons were actually used for war

       B．a large number of nuclear weapons should have been used for war

       C．the author is doubtful about the ruin of human beings by nuclear weapons

       D．the author is anxious about the huge number of nuclear weapons on the earth

74．The underlined word “mingled” in the last paragraph most probably means     .

       A．simple                 B．mixed                  C．sad                     D．happy

75．What do you think the author is most likely to suggest if he continues to write?

       A．Further application of science to war.

       B．More reading of William Shakespeare.

       C．Proper use of science in the new century.

       D．Effective ways to separate the good from the ill.

According to the message board,Orinon Books_______.

A.opposes the reading of original classics

B.is embarrassed for cutting down classics

C.thinks cut-down classics have a bright future

D.is cautious in its decision to cut down classics

In Mr.Edwards’ opinion,Orion Group is shortening classics to_______.

A.make them easier to read

B.meet a large demand in the market

C.increase the sales of literary books

D.compete with their original versions

By describing the shortened classics as “a breath of fresh air”,Ms.Weir_______.

A.speaks highly of the cut-down classics

B.shows gailty of the original classics

C.feels guilty of not reading the classics

D.disapproves of shortening the classics

Mr.Crockatt seems to imply that_______.

A.reading the classic works is a confusing attempt

B.shortening the classics does harm to the original

C.publishing the cub-down classics is a difficult job

D.editing the classic works satisfies children’s needs

The new studies show that fewer than half of the 9th graders in many of the nation’s largest cities, can ever graduate. The studies clearly show that the dropout rate isn’t dropping. And, in particular, the dropout rate isn’t dropping for poor and minority students.
Amazingly, though so many regret the rising dropout rate, our schools continue to lack formal plans—or any plans—to teach students motivation. Most schools have no game plan to ensure that students understand that schooling will be completely necessary. Schools expect youth and children to act as though schooling is important, but they never teach them to believe that.
Years ago, families ensured that the children recognized the value of schooling. But in many modern families, the children may fail to recognize the importance of school life just because these families may actually tell their children that school is not important. Since many families are not motivating their children to be interested students, youth professionals, like teachers may need to provide this training.
Here are some strategies to convince even the most apathetic (无动于衷的) students that they must stay in school.
Ask students if they will ever need to work: The world has changed. 100 years ago, factory work was the booming job, and it required no education. Today, factories are increasingly automated. Most computer-related jobs require education and at least a high school diploma.
Ask students which century they will be prepared for: In 1900, the most common jobs were farm laborer and domestic servant—education not needed. Now, the most common jobs are office and sales staff—education and diploma usually needed. An amazing 6 out of 10 people today work in a store or office.
Ask students to devise a way that the employee could be replaced. For example, the coming trend in fast food is to use computers rather than people to run the restaurant. A prototype is apparently already being tested. The students should discover that most jobs that lack education and diploma requirements may be ripe for automation.
【小题1】What does the underlined part mean in Paragraph1?

Preface to the fourth edition

         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 conversational forms.

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 places, sentence adverbs, cleft sentences, prepositions, conjunctives, modal verbs, perfect tenses, infinitive constructions, the passive, purpose clauses and nouns.

In the fourth edition the main changes are as follows.

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 college student

C. a senior high student                                                   D. a primary school student

2.According to the passage, we know that this 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 American English language.

B. This edition offers more information about pronouns.

C. One particular chapter discusses verbs like “care, like, love, hate, prefer, wish”.

D. It’s not easy for us to find the information we need in this book.

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 topic is changed in the part after the sign “～”.

C. the second speaker repeats what the first speaker says.

D. the two parts before and after “～”are said by two different people.