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When one looks back upon the fifteen hundred years that are the life span of the English language, he should be able to notice a number of significant truths. The history of our language has always been a history of constant change—at times a slow, almost imperceptible change, at other times a violent collision between two languages. Our language has always been a living growing organism, it has never been static. Another significant truth that emerges from such a study is that language at all times has been the possession not of one class or group but of many. 『At one extreme it has been the property of the common, ignorant folk, who have used it in the daily business of their living, much as they have used their animals or the kitchen pots and pans.』① At the other extreme it has been the treasure of those who have respected it as an instrument and a sign of civilization, and who have struggled by writing it down to give it some permanence, order, dignity, and if possible, a little beauty.

As we consider our changing language, we should note here two developments that are of special and immediate importance to us. One is that since the time of the Anglo-Saxons there has been an almost complete reversal of the different devices for showing the relationship of words in a sentence. Anglo-Saxon (old English) was a language of many inflections. Modern English has few inflections. We must now depend largely on word order and function words to convey the meanings that the older language did by means of changes in the forms of words. Function words, you should understand, are words such as prepositions, conjunctions, and a few

others that are used primarily to show relationships among other words. A few inflections, however, have survived. And when some word inflections come into conflict with word order, there may be trouble for the users of the language, as we

shall see later when we turn our attention to such maters as WHO or WHOM and ME or I. The second fact we must consider is that as language itself changes, our attitudes toward

language forms change also. 『The eighteenth century, for example, produced from various sources a tendency to fix the language into patterns not always set in and grew, until at

the present time there is a strong tendency to restudy and

re-evaluate language practices in terms of the ways in which people speak and write.』②

1.In contrast to the earlier linguists, modern linguists tend to .

A. attempt to continue the standardization of the language

B. evaluate language practices in terms of current

speech rather than standards or proper patterns

C. be more concerned about the improvement of the language than its analysis or history

D. be more aware of the rules of the language usage

2.Choose the appropriate meaning for the word “inflection” used in line 4 of paragraph 2.

A. Changes in the forms of words.

B. Changes in sentence structures.

C. Changes in spelling rules.

D. Words that have similar meanings.

3.Which of the following statements is not mentioned in the passage? A. It is generally believed that the year 1500 can be set as the beginning of the modern English language.

B. Some other languages had great influence on the English language at some stages of its development.

C. The English language has been and still in a state of relatively constant change.

D. Many classes or groups have contributed to the development of the English language.

4. The author of these paragraphs is probably a(an) .

A. historian

B. philosopher

C. anthropologist

D. linguist

5.Which of the following can be best used as the title of the passage? A. The history of the English language.

B. Our changing attitude towards the English language.

C. Our changing language.

D. Some characteristics of modern English.

Vocabulary

1. span n. 跨度，范围，一段时间，期间

2. imperceptible adj. 感觉不到的，觉察不到的，极细微的

3. organism n. 生物体，有机体

4. possession n. 拥有，占有，领土，领地

5. ignorant adj. 无知的

6. folk n. 人们，民族

7. permanence n. 永久，持久

8. Anglo-Saxons n. 盎格鲁—撒克逊语，盎格鲁—撒克逊人，

地道的英国人

9. reversal n. 颠倒，反向，逆转10. inflection n. 词

尾变化

11. preposition n. 前置词，介词

12. conjunction n. 联合，关联，连接词

13. in terms of 根据，按照，用……的话，在……方面

长难句解析

①【解析】“who”引导非限制性定语从句，修饰“the common, ignorant f olk”。“much as”引导状语从句。“kitchen pots and pans”意为“锅碗瓢盆”。【译文】一方面它是那些普通人甚至无

知民众的财产，他们每天都像使唤他们的牲畜和锅碗瓢盆一样用着语言。

②【解析】此句为一个复合倒装句。“until”引导一个并列句，前一句的主语是“a tendency”，“to fix the language into patterns not always set in and grew”作“tendency”的定语，第

二句的主语也是“a tendency”，

“to”后面的句子作“tendency”的定语，“in which”引导的

定语从句修饰“ways”。【译文】例如在18世纪一种产生于各

种来源的趋势把语言固定在一个不常使用和不利于语言发展的模式中，而到了当今，主流是要反复研究、评价人们说话、写作中的语言实践。

答案与详解

【短文大意】本文主要讲述英语演变过程的一些特点，指出了古

英语与现代英语的不同，以及语言学家对待语言形式的态度的变化。

1.B细节题。根据题干回原文中定位，阅读文章时注意首末段及

各段开头的句子，这往往都是考点所在。这篇文章讲的主要是英语语

言演变的一些特点，指出了古英语与现代英语的不同，以及语言学家

态度的转变。本题问的正是现代语言学家与早期语言学家不同的倾向。根据文章末尾The eighteenth century, for example, produced

from various sources a tendency to fix the language into patterns not always set in and grew, until at the present

time there is a strong tendency to restudy and re-evaluate language practices in terms of the ways in which people speak and write. 现代语言学家倾向于根据人们说和写的方式评价语言实践，而不是像早期的语言学家根据一定的模式评价语言。选项B符合文章

的意思。

2.A词汇题。要根据上下文的信息判断单词的意思。文章在第二

段中间再次提到inflection时说，A few inflections, however, have survived. 后面文章又举了WHO/WHOM和ME/I为例说明inflection，这是一篇关于语言学的文章，从例子能够看出

inflection的意思应该是“单词的变形”，选项A准确。

3.A细节题。根据文章的内容，选项A“普遍认为1500年是现代

英语的起点”在文章中没有提及，故为准确答案。文章第二句说The history of our language has always been a history of constant change - at times a slow, almost imperceptible change, at

other times a violent collision between two languages. 我们语

言的历史是一个持续变化的历史——在一些时间里缓慢得几乎难以察觉，在另一些时间里则是两种语言的激烈碰撞。由此能够推断一些其

他的语言对英语的发展有重大影响，选项B符合文章的意思。

4.D词汇题。此题考查考生的推测水平和词汇量，文章讲述的是

英国语言演进的具体细节，最适当的答案应该是D。作者很可能是一位

语言学家。A答案(历史学家)和C答案(人类学家)也能够有点迷惑性。

B答案(哲学家)是最不符合的。

5.C主旨题。本文从各个方面谈及英语作为一种语言的发展变化，但并不是讲述英语的历史。所以选项A不对，选项C作为文章的题目

最为贴切。选项B仅仅文章阐述的一个方面，不够全面。文章是在谈

到英语的持续变化的时候谈到了现代英语的一些特点，所以选项D也

失之于片面。

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3 大学英语四级阅读理解试题及答案（四） 十六 Trees should only be pruned when there is a good and clear reason for doing so and , fortunately,the number of such reasons is small. Pruning involves the cutting away of obergrown and unwanted branches, and the inexperienced gardener can be encouraged by the thought that more damage results from doing it unnecessarily than from leaving the tree to grow in its own way. First, pruning may be done to make sure that trees have a desired shape or size. The object may be to get a tree of the right height, and at the same time to help the growth of small side branches which will thicken its appearance or give it a special shape. Secondly, pruning may be done to make the tree healthier. You may cut diseaed or dead wood, or branches that are rubbing against each other and thus cause wounds. The health of a tree may be encouraged by removing branches that are blocking up the centre and so preventing the free movement of air. One result of pruning is that an open wound is left on the tree and this provides an easy entry for disease, but itis a wound that will heal. Often there is a race between the healing and the desease as to whether the tree will live or die, so that there is a period when the tree is at risk. It should be the aim of every gardener to reduce which has been pruned smooth and clean, for healing will be slowed down by roughness. You should allow the cut surface to dry for a few hurs and then paint it with one of the substances available from garden shops produced especially for this purpose. Pruning is usually without interference from the leaves and also it is very unlikely that the cuts yu make will bleed. If this does happen,it is, of course,impossible to paint them properly. 1.Pruning should be done to ______. a.make the tree grow taller

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2019年高考英语阅读理解专项突破 (名师精选全国真题+详细解析答案，值得下载打印练习) (共3篇，限时20分钟) A Bee see, bee do. At least that’s the conclusion of research published earlier this month in the journal PLOS Biology, showing that bumblebees learn to solve problems by watching each other. In the first study of its kind in insects, scientists constructed experiments that challenged bees to pull strings in order to access rewards of nectar (花蜜)． The scientists hoped their study would throw light on a bigger picture: how social learning spreads through a population. In the study, Lars Chittka from Queen Mary University of London and his team made artificial flowers and filled them with artificial nectar made of sugar water. They put the flowers under a clear type of plastic and attached a string. Then they added bees. While most of the insects failed to reach the nectar, a few eventually figured out how to access it, by pulling the string. The team discovered that they could greatly increase the success rate of the bees by first placing them inside a transparent (透明的) box where they could observe an experienced bee pull the string. Then, when the boxed bees were released, they often knew what to do and successfully pulled the string to obtain nectar. Next, the researchers added a bee that was experienced in string pulling to each of three new groups that had never seen the experiment before. Within a short time, about half of all those bees were soon pulling the strings. That result suggests the learned behavior could spread from bee to bee, similar to the way cultural ideas spread in other animals, including people.