【文章內(nèi)容簡介】 as an authority, giving final conclusions, but as a researcher looking for answers to questions together with the students. One linguistic feature of his interacting with his students was that he used many modal verbsfar more than I did in Beiwai. When answering questions, he usually said: this is my personal opinion and it could be wrong. It would be a good idea if you could read the book I mentioned the other day. Or, You may find the book I remended helpful. Or, You could be right, but you might find this point of view also interesting. When making ments on students39。 performances, the professor usually said: It might have been much clearer if you had taken in some of the ideas we discussed earlier this semester. In China, authorities are always supposed to give wise decisions and correct directions. Therefore students always expect the professor to give an answer to the question. I still remember how annoyed they were when foreign teachers did not provide such an answer. Their expectations from authorities are much higher than those of American students. Once the Chinese students got the answer, they were sure about it. That is why they make far more certain statement than American students. That is why Chinese students find it difficult to use modal verbs because the function of modal verbs is to provide room for negotiation and different ideas.（1）The American professors use many modal verbs because they want to______. A.argue with their studentsB.be more sure about their answersC.express their ideas more clearlyD.develop their students39。 own way of thinking（2）Which of the following statements best expresses the author39。s idea? A.Chinese professors can always give correct answer to the question.B.American professors are not responsible since they don39。t give students answers.C.American education produces aggressive students.D.Education in China is not helpful in developing students39。 creativity.（3）Which of the following methods did the author mainly employ in developing the article? A.Comparison and contrast.B.Cause and effect.C.Giving examples.D.Description.（4）What is the author39。s attitude towards education in .? A.PositiveB.NegativeC.NeutralD.Unsure【答案】 （1）D（2）D（3）A（4）C 【解析】【分析】文章描述中西方不同的文化背景下，學(xué)生的學(xué)習(xí)方式和表達(dá)方式的不同。 （1）推理判斷題。根據(jù)第二段的內(nèi)容The professor didn39。t act as an authority, giving final conclusions, but as a researcher looking for answers to questions together with the ，給出最后答案，而是作為研究者，和學(xué)生一起尋找問題的答案。下句說到他們和學(xué)生交流的語言特征是使用很多的情態(tài)動詞，并舉了很多例句，因此可推斷美國教授這樣做是為了發(fā)展學(xué)生自己的思維方式。故選D。 （2）推理判斷題。根據(jù)最后一段中作者的描述，中國學(xué)生總是期待教授給出問題的答案，他們對權(quán)威的期待比美國學(xué)生高的多，一旦中國學(xué)生得到答案，他們就很確定。可推斷中國教育對發(fā)展學(xué)生的創(chuàng)造力是沒有幫助的。故選D。 （3）細(xì)節(jié)理解題。通讀全文可知，文章通過比較和對比來說明中西方學(xué)生的學(xué)習(xí)方式和教育方式的不同。故選A。 （4）細(xì)節(jié)理解題。作者只是通過比較和對比來描述中西方學(xué)生的學(xué)習(xí)方式和教育方式的不同，并沒有對美國教育加以評論，故作者對美國教育的態(tài)度是中立的。故選C。 【點評】考查閱讀理解，涉及推理判斷題和細(xì)節(jié)理解題。推理判斷題要注意聯(lián)系上下文，推斷出所需信息；細(xì)節(jié)理解題要注意仔細(xì)閱讀文章，從文中找出所需答案。5．閱讀理解 You probably know the basics of how paratives(比較級) and superlatives(最高級) work in the English language. When paring something, you often add an er to the end of the parative adjective. The general rule is that onesyllable(音節(jié)) words get the suffix(后綴), and polysyllabic words get more or most. That is, unless the twosyllable word ends in a y。 if that39。s the case, you will add the suffixes and change the y to an i. But what about the word fun? This simple adjective only has one syllable, so you39。d think you39。d add suffixes on it to create superlatives. But if you were to say I think Magic Kingdom is a funner park than Epcot. or Disney World was the funnest vacation ever! you might get some strange looks. It doesn39。t sound quite right. But…why? Fun is one syllable, so why do we choose more fun as the parative—especially considering that the similar word funny, which has more syllables than fun, uses the suffixes with no problem? Well, the problem es from the fact that the word fun was not originally an adjective. Until the early 19th century, it was mostly just a noun, and it gained its meaning as amusement in the 18th century. But as early as the 1800s, people began using it as an adjective, the way we39。d describe a fun time or a fun place today. Basically, language is still developing. Grammarians have mostly e around to the use of fun as an adjective (though some dictionaries still call it informal). There was (and remains) an agreement of Fine, you can use ‘fun39。 as an adjective…but, like, it39。s not really one, so it can39。t follow the rules of real adjectives. So they also agree that the answer to is funner a word? is yes. If you want to consider fun, as an adjective, then funner is indeed a word, as is funnest. But this doesn39。t mean that more fun and most fun are incorrect, though。 in fact, in formal writing, you39。ll probably still want to use those instead of funner and funnest. The English language is chockfull of uncertain grammar rules。 there39。s no need to insist that a word breaks the mon rules of language just because we didn39。t used to use it in a way we do now.（1）How do paratives and superlatives work in the English language? A.Put more or most before onesyllable adjectives.B.Add er or est to most polysyllabic adjectives.C.Put more or most before polysyllabic adjectives.D.Add er or est straight to twosyllable words ending in a y.（2）People didn39。t used to use funner or funnest partly because ______________. A.it sounded strange to gra