Johnson’s book was the best English dictionary for nearly 150 years, until the publication of the first part of OED at the end of the 19th century. A．available B．considerable C．preferable D．possi 题目和参考答案——青夏教育精英家教网—

From Mr. Ward Hoffman.

Sir, I was halfway through Professor Raj Persaud's article “What's the tipping point"(Financial Times Weekend, April 9-l0) when it occurred to me that what I was reading was not ironic(讽刺的). If Prof Persaud wants to know why Americans tip in restaurants, he need only ask the first American he meets in London.

Americans tip in restaurants for one reason, and one reason only: we tip to supplement (补贴) the salary of restaurant workers. Quality of service does not enter into it, beyond the fact that one may tip a bit less for poor service, or a little more for good service.

Not tipping at all in a non-fast-food restaurant is not a choice. In the US, one used to tip about 15 per cent for dining in a family-style restaurant or in an upmarket (高档的) restaurant. Here, in San Francisco Bay area restaurants, we are encouraged to tip 20 per cent or more, to help restaurant workers live in this very expensive area.

After eating at an Italian restaurant in my city, I left a tip of 20 per cent on the non-tax part of our dinner bill. It was expected. There is nothing more complicated (复杂的) than that about Americans tipping in restaurants.

Ward Hoffman,

Palo Alto, CA 94306, US

* * *

From Mr. Philip McBride Johnson.

Sir, I agree with most of Raj Persaud's opinions about the doubtful value of tipping, but with one exception(例外). Tips can be very useful when one is a repeat customer or diner.

It is only when the tipper is a stranger and likely to remain so that the system does not work to his or her advantage. But frequent a hotel or a restaurant, always tip a bit more, and the difference in service and treatment will be easily felt.

Philip McBride Johnson,

Great Falls, VA 22066, US

68. What can we learn from Hoffman's letter?

A. Quality of service determines tipping in the US.

B. Americans don't tip in non-fast-food restaurants.

C. Tipping in US upmarket restaurants is unnecessary.

D. How to tip in the United States is not complicated.

69. Johnson's letter shows ________.

A. a stranger in a restaurant is likely to tip a bit more

B. diners receive better service if they frequent a restaurant

C. repeat diners may get good service if they tip a bit more

D. the tipping system works to the advantage of new customers

70. From the two letters, we can learn Professor Raj Persaud ______ .

A. feels doubtful about the value of tipping

B. believes tipping improves quality of service

C. wants to ask Hoffman about tipping in the US

D. thinks tipping a bit more one can get good service

71. The two letters most probably appears in a ______.

A. notice B. handbook C. book review D. newspaper

One Monday morning, the class were excited about the rumor（流言）that the science room was on fire over the weekend．Mr. Johnson, my fifth grade teacher 36 it and explained that science class would be cancelled 37 the fire. He also 38 us not to go near the room because it could be dangerous．
During the morning break, Kim and I 39 to check out the damage．A first hand observation would make us heroes at lunch．We safely 40 the science room．We stood on tiptoes（脚尖）looking hard through the door window, trying to see what was like inside 41 suddenly a firm hold on our shoulders stopped us．
"Where do you belong? Certainly not here!"
I turned around to find a teacher staring 42 at us, shouting．In those frozen seconds millions of 43 flashed through my mind．My father would kill me for disobeying teachers．Worse than that, my mother might be so mad that she might not 44 him．My heart 45 even lower when I thought of how angry Mr．Johnson would be．Soon the teacher led Kim and me back to the classroom, leaving us 46 before Mr．Johnson．
But to our 47 , there was no yelling and no anger from Mr．Johnson． 48 , he bent slowly to look me in the eye．I was met with a look of 49 rather than anger．He spoke softly and carefully as he explained why he was 50 in my decision to go where I might have got 51 ．As I looked into the eyes of the man who could send me to unimagined 52 at home, tears welled up in my eyes．The thought of disappointing Mr．Johnson 53 me while I felt a gentle touch of Mr．Johnson's hand on my shoulder．I glanced up and he smiled．My 54 for Mr．Johnson grew greatly the moment I discovered that he still liked me even after I'd disappointed him．I could see that he cared more about my 55 than the fact that I'd broken a rule．It was the first time I felt the power of forgiveness．

It is widely known that any English conversation begins with The Weather. Such a fixation with the weather finds expression in Dr. Johnson’s famous comment that “When two English meet, their first talk is of weather.” Though Johnson’s observation is as accurate now as it was over two hundred years ago, most commentators fail to come up with a convincing explanation for this English weather-speak.

Bill Bryson, for example, concludes that, as the English weather is not at all exciting, the obsession with it can hardly be understood. He argues that “To an outsider, the most striking thing about the English weather is that there is not very much of it.” Simply, the reason is that the unusual and unpredictable weather is almost unknown in the British Isles.

Jeremy Paxman, however, disagrees with Bryson, arguing that the English weather is by nature attractive. Bryson is wrong, he says, because the English preference for the weather has nothing to do with the natural phenomena. “The interest is less in the phenomena themselves, but in uncertainty.” According to him, the weather in England is very changeable and uncertain and it attracts the English as well as the outsider.

Bryson and Paxman stand for common misconceptions about the weather-speak among the English. Both commentators, somehow, are missing the point. The English weather conversation is not really about the weather at all. English weather-speak is a system of signs, which is developed to help the speakers overcome the natural reserve and actually talk to each other. Everyone knows conversations starting with weather-speak are not requests for weather data. Rather, they are routine greetings, conversation starters or the blank “fillers”. In other words, English weather-speak is a means of social bonding.

1.The author mentions Dr. Johnson’s comment to show that______.

A．most commentators agree with Dr. Johnson

B．Dr. Johnson is famous for his weather observation

C．the comment was accurate two hundred years ago

D．English conversations usually start with the weather

2.What does the underlined word “obsession” most probably refer to?

A．A social trend.

B．An emotional state.

C．A historical concept.

D．An unknown phenomenon.

3.According to the passage, Jeremy Paxman believes that______.

A．Bill Bryson has little knowledge of the weather

B．there is nothing special about the English weather

C．the English weather attracts people to the British Isles

D．English people talk about the weather for its uncertainty

4.What is the author’s purpose of writing the passage?

A．To explain what English weather-speak is about.

B．To analyse misconceptions about the English weather.

C．To find fault with both Bill Bryson and Jeremy Paxman.

D．To convince people that the English weather is changeable.

I believe that families are not only blood relatives, but sometimes people who show up and love you when no one else will.

In May 1977, I was living in a Howard Johnson’s motel off Interstate 10 in Houston. My dad and I 41 a room with two double beds and a bathroom was too 42 for a 15-year-old girl and her father. Dad’s second marriage was 43 and my stepmother had 44 us both out of the house the previous week. Dad had no 45_ what to do with me. And that’s when my other family 46 .

Barbara and Roland Beach took me into their home 47 their only daughter, Su, my best friend, asked them to. I 48 with them for the next seven years.

Barb washed my skirts the same as Su’s. She 49 I had lunch money, doctors’ appointments, help with homework and nightly hugs. Barbara and Roland attended every football game where Su and I were being cheerleaders. 50 I could tell, for the Beaches there was no 51 between Su and me; I was their daughter, too.

When Su and I 52 college they kept my room the same for the entire four years I attended school. Recently, Barb presented me with an insurance policy they bought when I first moved in with them and had continued to pay on for 23 years.

The Beaches knew 53 about me when they took me in – they had heard the whole story from Su. When I was seven, my mother died and from then on my father relied on other people to _54 his kids. Before I went to live with the Beaches I had believed that life was entirely 55__ and that love was shaky and untrustworthy. I had believed that the only person who would take care of me was me.

56 the Beaches, I would have become a bitter, cynical (愤世嫉俗的) woman. They gave me a(n) 57 that allowed me to grow and change. They kept me from being paralyzed by my _58 , and they gave me the confidence to open my heart.

I 59 family. For me, it wasn’t the family that was there on the day I was 60 , but the one that was there for me when I was living in a Howard Johnson’s on Interstate 10.

1.

A．lived

B．shared

C．possessed

D．bought

2.

A．cheap

B．noisy

C．small

D．limited

3.

A．in trouble

B．in sight

C．in place

D．in parts

4.

A．struck

B．removed

C．kicked

D．knocked

5.

A．plan

B．choice

C．chance

D．idea

6.

A．looked after

B．showed up

C．turned over

D．came across

7.

A．so

B．because

C．until

D．while

8.

A．worked

B．traveled

C．lived

D．learned

9.

A．worked out

B．called up

C．watched out

D．made sure

10.

A．As long as

B．As far as

C．As soon as

D．As many as

11.

A．change

B．problem

C．conflict

D．difference

12.

A．set off

B．left for

C．entered into

D．admitted into

13.

A．all

B．little

C．something

D．nothing

14.

A．supply

B．teach

C．encourage

D．raise

15.

A．different

B．unfair

C．easy

D．hopeful

16.

A．Thanks to

B．In spite of

C．Except for

D．But for

17.

A．home

B．house

C．ability

D．lesson

18.

A．choice

B．failure

C．past

D．present

19.

A．doubt about

B．call on

C．center on

D．believe in

20.

A．born

B．accepted

C．educated

D．deserted

Standard English is the formal（正式的） English that you need to use when you write in coursework or in the exam. Standard English is the form of English you learn in school. All written English should be standard—that means it should be clear enough for anyone in Britain to understand it. Standard English developed as the main form of printed English in the 15th Century. At the time, every region of Britain used to spell words differently, but printers needed a fixed spelling. Printers like Caxton chose the East Midlands dialect form which was used in London and the South East. Soon Standard English replaced（取代） all written dialect forms – the other forms of English spoken around the country. It also replaced French and Latin in law and in academic（学术的） work. In the 18th Century, people wrote dictionaries and grammar books which standardized spelling — Dr Johnson’s Dictionary of 1755 fixed many of the spellings we still use today. All written English should be Standard English — any grammar rules you learn are for Standard English and you will definitely need to learn them to avoid making mistakes in your work. The rules of Standard English mean using the correct forms of words with the correct spellings.

Avoid slang words（俚语）—words that your teachers or friends wouldn’t understand. You’ll lose marks if the examiners can’t understand what you say or write. Don’t use dialect words. Every region has words or phrases that are only used there. Don’t use them in your coursework, because you won’t be understood. Make sure you revise grammar and punctuation（标点） you have learned, and learn the list of commonly misspelled words you have made. Clichés are ideas or sayings which have been used so often that they’ve become boring and unoriginal. Phrases like, “As good as it gets” “At the end of the day” “In the fullness of time” are all clichés. So are images like, “as fierce as a lion” “as cunning as a fox”. If you use them you will sound boring and unimaginative— that could mean you lose marks for writing and speaking style. So avoid clichés.

1. What three things do you have to think about when using English?

a. no slang word or dialect b. no grammar and spelling mistake. c. no phrase

d. no cliché e. no punctuation

A. abc. B. bcd. C. ade. D. abd.

2. What is standard English?

A. the English spoken by British people.

B. the English spoken by American people.

C. the English used in London.

D. the English spoken by British people in 15th Century.

3. What is the cliché according to the passage?

A. the English full of slang words.

B. the boring ideas or sayings because of being used often.

C. the long phrases which are used often.

D. all the English which is used outside of London and the southeast of Britain.

4. Why do we need to use Standard English?

A. Because no one can understand dialect words.

B. Because there are many kinds of English in the world, we need Standard English to make communication easier.

C. Because local dialect belongs to certain region, not every one can understand it.

D. Because standard English has been used for a long time.

5. Which statement is true?

A. Written English should be formal and standard.

B. Standard English means people should use the words from Dr Johnson’s Dictionary.

C. All the spoken English should be Standard English.

D. Standard English replaced all written dialect forms in the 18th century.

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