山西省2017高考英语二轮复习专题训练：阅读理解（1）

　　山西省2017高考英语二轮复习专题训练：阅读理解（1）

　　阅读下面短文，从短文后所给各题的四个选项（A、B、C和D）中，选出可以填入空白处的最佳选项。

　　A

　　"Mum, what does it mean when someone tells you that they have a skeleton (骨骼) in the closet (衣橱)?”Jessica asked.”A skeleton in the closet?" her mother paused thoughtfully, well; it's something that you would rather not have anyone else know about. For example, if in the past, someone in Dad's family had been arrested for stealing a horse, it would be 'a skeleton in his family's closet'. He really wouldn't want any neighbor to know about it."

　　"Why pick on my family?" Jessica's father said with anger. "Your family history isn't so good, you know. Wasn't you great – great grandfather a prisoner who was transported to Australia for his crimes?" "Yes, but people these days say that you are not a real Australian unless your ancestors arrived as prisoners." "Gosh, sorry I asked. I think I understand now,” Jessica cut in before things grew worse.

　　After dinner, the house was very quiet. Jessica's parents were still quite angry with each other. Her mother was ironing clothes and every now and then she glared at her husband, who hid behind his newspaper pretending to read. When she finished, she gathered the freshly pressed clothes in her arms and walked to Jessica's closet. Just as she opened the door and reached in to hang a skirt, a bony arm stuck out from the dark depths and a bundle of white bones fell to the floor. Jessica's mother sank into a faint (晕倒), waking only when Jessica put a cold, wet cloth on her forehead. She looked up to see the worried faces of her husband and daughter.

　　"What happened? Where am I?" she asked. "You just destroyed the school's skeleton, Mum," explained Jessica. "I brought it home to help me with my health project. I meant to tell you, but it seemed that as soon as I mentioned skeletons and closets, it caused a problem between you and Dad." Jessica looked in amazement as her parents began to laugh madly. "They're both crazy," she thought.

　　1. According to Jessica's mother, "a skeleton in the closet" means _________.

　　A. a family honor

　　B. a family secret

　　C. a family story

　　D. a family treasure

　　2. What can we learn about some Australian’s ancestors from Paragraph 2?

　　A They were brought to Australia as prisoners.

　　B. They were the earliest people living in Australia.

　　CThey were involved in some crimes in Australia.

　　D.They were not regarded as criminals in their days.

　　3. Why did Jessica bring a skeleton home?

　　A. She was curious about it.

　　B. She planned to keep it for fun.

　　C. She needed it for her school task.

　　D. She intended to scare her parents.

　　4. Jessica's parents laughed madly at the end of the story probably because _________.

　　A. they were crazy

　　B. they were overexcited

　　C. they realized their misunderstanding

　　D. they both thought they had won the quarrel

　　B

　　In the fall of 1985, I was a bright-eyed girl heading off to Howard University, aiming at a legal career and dreaming of sitting on a Supreme Court bench somewhere. Twenty-one years later I am still a bright-eyed dreamer and one with quite a different tale to tell.

　　My grandma, an amazing woman, graduated from college at the age of 65. She was the first in our family to reach that goal. But one year after I started college, she developed cancer. I made the choice to withdraw from college to care for her. It meant that school and my personal dream would have to wait.

　　Then I got married with another dream: building my family with a combination of adopted and biological children. In 1999, we adopted our first son. To lay eyes on him was fantastic---and very emotional. A year later came our second adopted boy. Then followed son No. 3. In 2003, I gave birth to another boy.

　　You can imagine how fully occupied I became, raising four boys under the age of 8! Our home was a complete zoo — a joyous zoo. Not surprising, I never did make it back to college full-time. But I never gave up on the dream either. I had only one choice: to find a way. That meant taking as few as one class each semester.

　　The hardest part was feeling guilty about the time I spent away from the boys. They often wanted me to stay home with them. There certainly were times I wanted to quit, but I knew I should set an example for them to follow through the rest of their lives.

　　In 2007, I graduated from the University of North Carolina. It took me over 21 years to get my college degree!

　　I am not special, just single-minded. It always struck me that when you're looking at a big challenge from the outside it looks huge, but when you're in the midst of it, it just seems normal. Everything you want won't arrive in your life on one day. It's a process. Remember: little steps add up to big dreams.

　　5. When the author went to Howard University, her dream was to be_________.

　　A. a writer

　　B. a teacher

　　C. a judge

　　D. a doctor

　　6. Why did the author quit school in her second year of college?

　　A. She wanted to study by herself.

　　B. She fell in love and got married.

　　C. She suffered from a serious illness.

　　D. She decided to look after her grandma.

　　7. What does the author mostly want to tell us in the last paragraph?

　　A. Failure is the mother of success.

　　B. Little by little, one goes far.

　　C. Every coin has two sides.

　　D. Well begun, half done.

　　8. Which of the following can best describe the author?

　　A. Caring and determine.

　　B. Honest and responsible.

　　C. Ambitious and sensitive.

　　D. Innocent and single-minded.

　　C

　　I love my blackberry — it's my little connection to the larger world that can go anywhere with me. I also love my laptop computer, as it holds all of my writing and thoughts. Despite this love of technology, I know that there are times when I need to move away from these devices (设备) and truly communicate with others.         On occasion, I teach a course called History Matters for a group of higher education managers. My goals for the class include a full discussion of historical themes and ideas. Because I want students to thoroughly study the material and exchange their ideas with each other in the classroom. I have a rule — no laptop, iPads, phones, etc. When students were told my rule in advance of the class, some of them were not happy.         Most students assume that my reasons for this rule include unpleasant experiences in the past with students misusing technology. There's a bit of truth to that. Some students assume that I am anti-technology. There's no truth in that at all. I love technology and try to keep up with it so I can relate to my students.         The real reason why I ask students to leave technology at the door is that I think there are very few places in which we can have deep conversions and truly engage complex ideas. Interruptions by technology often break concentration and allow for too much dependence on outside information for ideas. I want students to dig deep within themselves for inspiration and ideas. I want them to push each other to think differently and make connections between the course, the material and the class discussion.         I've been teaching my history class in this way for many years and the evaluations reflect student satisfaction with the environment that I create. Students realize that with deep conversation and challenge, they learn at a level that helps them keep the course material beyond the classroom.         I'm not saying that I won't ever change my mind about technology use in my history class, but until I hear a really good reason for the change, I'm sticking to my plan. A few hours of technology-free dialogue is just too sweet to give up. 9. The underlined word "engage" in para.4 probably means ________. A. explore         

　　B. accept         

　　C. change          

　　D. reject 10. According to the author, the use of technology in the classroom may ________. A. keep students from doing independent thinking B. encourage students to have in-depth conversations C. help students to better understand complex themes D. affect students' concentration on course evaluation 11. It can be inferred from the last paragraph that the author ________. A. is quite stubborn

　　B. will give up teaching history C. will change his teaching plan soon

　　D. values technology-free dialogues in his class

　　D

　　Shay asked, "Do you think they'll let me play?" Shay's father knew that most of the boys would not want someone like Shay on their team, but the father also understood that if his son, mentally and physically disabled, were allowed to play, it would give him a much-needed sense of belonging and some confidence.

　　Shay's father approached one of the boys on the field and asked if Shay could play, not expecting much. The boy looked around and said, "We're losing by six runs (分) and the game is in the eighth inning (局). I guess he can be on our team and we'll try to put him in to bat in the final inning.

　　Shay struggled over to the team's bench and put on a team shirt with a broad smile and his father had a small tear in his eye and warmth in heart. The boys saw the father's joy at his son being accepted.

　　In the bottom of the eighth inning, Shay's team scored a few runs but was still behind by three. In the top of the final inning, Shay put on a glove and played in the field. Even though no hits came his way, he was obviously joyful just to be in the game and on the field. In the bottom of the final inning, Shay's team scored again. Now, Shay was scheduled to be next at bat. Would they let Shay bat and give away their chance to win the game?

　　Surprisingly, Shay was given the bat. Everyone knew that a hit was almost impossible. The first pitch (投) came and Shay missed. The pitcher again took a few steps forward to throw the ball softly towards Shay. As the pitch came in, Shay swung at the ball and hit a slow ground ball right back to the pitcher.

　　The pitcher could have easily thrown the ball to the first baseman and Shay would have been out and that would have been the end of the game. Instead, the pitcher threw the ball right over the head of the first baseman, beyond the reach of all teammates, The audience and the players from both teams started screaming, "Shay, run to first! 'Never in his life had Shay ever run that far but made it to first base, wide-eyed and shocked.

　　Everyone shouted, 'Run to second!' Catching his breath, Shay awkwardly ran towards second. By the time Shay rounded towards second base, the smallest guy on their team, who had a chance to be the hero for his team for the first time, could have thrown the ball to the second baseman, but he understood the pitcher's intentions and he too intentionally threw the ball high and far over the third baseman's head.

　　All were screaming, "Shay, Shay, Shay, all the way Shay.' Shay reached third base when one opposing player ran to help him and shouted, "Shay, run to third." As Shay rounded third, all were on their feet, crying, "Shay, run home!" Shay ran to home, stepped on the home base and was cheered as the hero who won the game for his team.

　　That day, the boys from both teams helped bring a piece of true love and humanity into this world. Shay didn't make it to another summer and died that winter, having never forgotten being the hero and making his father so happy and coming home and seeing his mother tearfully hug her little hero of the day!

　　12. Not expecting much, Shay's father still asked the boy if Shay could play, mainly because the father ____.

　　A. noticed some of the boys on the field were heisting

　　B. guessed his presence would affect the boy's decision

　　C. learned some of the boys on the field knew Shay well

　　D. understood Shay did need a feeling of being accepted

　　13. In the bottom of the final inning Shay was given the bat because the boys ________.

　　A. believed they were sure to win the game

　　B. would like to help Shay enjoy the game

　　C. found Shay was so eager to be a winner

　　D. fell forced to give Shay another chance

　　14. The smallest boy threw the ball high and far over the third baseman's head, probably because that boy ____.

　　A. was obviously aware of the pitcher's purpose

　　B. looked forward to winning the game for his team

　　C. failed to throw the ball to the second baseman

　　D. saw that Shay already reached second base

　　15. What do you think is the theme of the story?

　　A. True human nature could be realized in the way we treat each other.

　　B. Everyone has his own strength even if mentally or physically disabled.

　　C. Everyone can develop his team spirit in sports and please his parents.

　　D. The results of the game should not be the only concern of the players.

　　A： BACC

　　B： CDBA

　　C：AAD

　　D：DBAA