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
【小题1】The grammar book mentioned in this passage is not suitable for              .

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

　　Pronouncing a language is a skill. Every normal person is expert in the skill of pronouncing his own language, but few people are even just a little skilled at pronouncing foreign languages. Now there are many reasons for this some obvious, some perhaps not so obvious. But I suggest that the important reason why people in general do not speak foreign languages very much better than they do is that fail to grasp the true nature of the problem of learning to pronounce, and as a result never set about dealing with it in the right way. Far too many people fail to realize that pronouncing a foreign language is skill, one that needs careful training of a special kind, and one that cannot be reached just leaving it to take care of itself. I think even teachers of language, while recognizing the importance of a good accent, tend to take no notice of, in their practical teaching, the branch of study concerned with speaking the language. So, the first point I want to make is that English pronunciation must be taught; the teacher should be prepared to devote some of the lesson time to this and his whole attitude to the subject should get the student to feel that here is matter worthy of receiving his close attention. So, there should be time when other aspects（方面）of English, such as grammar or spelling, are allowed for the moment to take second place.

　　Apart from this question of the time given to pronunciation, there are two other requirements for the teacher: the first, knowledge; the second, technique.

　　It is important that the teacher should be in possession of the necessary information. This can generally be learned from books. It is possible to get from books some idea of the mechanics of speech, and of what we call general phonetic（语言）theory. It is also possible in this may to get a clear. mental picture of the relationship between the sounds of different languages, between the speech habits of English people and those, say, of your students. Unless the teacher has such a picture, any comments he may make on his students' pronunciation are unlikely to be of much use, and lesson time spent on pronunciation may well be time-wasted.

(1) According to the passage, ________ pronouncing foreign languages.

[　　]

A．few people are extremely good at

B．even modern people are not good at

C．only few people are somewhat good at

D．few people are at the average level in

(2) According to the author, pronunciation is a skill that can NOT be ________.

[　　]

(3) In the author's opinion, ________.

[　　]

A．grammar is less important than pronunciation

B．grammar and spelling should always make room for pronunciation

C．grammar and spelling are sometimes less important than pronunciation

D．grammar is more important than spelling

　　Pronouncing a language is a skill. Every normal person is expert in the skill of pronouncing his own language, but few people are even just a little skilled at pronouncing foreign languages. Now there are many reasons for this some obvious, some perhaps not so obvious. But I suggest that the important reason why people in general do not speak foreign languages very much better than they do is that fail to grasp the true nature of the problem of learning to pronounce, and as a result never set about dealing with it in the right way. Far too many people fail to realize that pronouncing a foreign language is skill, one that needs careful training of a special kind, and one that cannot be reached just leaving it to take care of itself. I think even teachers of language, while recognizing the importance of a good accent, tend to take no notice of, in their practical teaching, the branch of study concerned with speaking the language. So, the first point I want to make is that English pronunciation must be taught; the teacher should be prepared to devote some of the lesson time to this and his whole attitude to the subject should get the student to feel that here is matter worthy of receiving his close attention. So, there should be time when other aspects（方面）of English, such as grammar or spelling, are allowed for the moment to take second place.

　　Apart from this question of the time given to pronunciation, there are two other requirements for the teacher: the first, knowledge; the second, technique.

　　It is important that the teacher should be in possession of the necessary information. This can generally be learned from books. It is possible to get from books some idea of the mechanics of speech, and of what we call general phonetic（语言）theory. It is also possible in this may to get a clear. mental picture of the relationship between the sounds of different languages, between the speech habits of English people and those, say, of your students. Unless the teacher has such a picture, any comments he may make on his students' pronunciation are unlikely to be of much use, and lesson time spent on pronunciation may well be time-wasted.

(1) According to the passage, ________ pronouncing foreign languages.

[　　]

A．few people are extremely good at

B．even modern people are not good at

C．only few people are somewhat good at

D．few people are at the average level in

(2) According to the author, pronunciation is a skill that can NOT be ________.

[　　]

(3) In the author's opinion, ________.

[　　]

A．grammar is less important than pronunciation

B．grammar and spelling should always make room for pronunciation

C．grammar and spelling are sometimes less important than pronunciation

D．grammar is more important than spelling

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.