2017届高考一轮复习浙江省高三上学期英语分类汇编四：阅读理解（二）

　　2017届高考一轮复习浙江省高三上学期英语分类汇编四：阅读理解（二）

　　一.（ 金华一中2017学年第一学期期中考试）

　　C

　　Who’s in control of your life? Who is pulling your string? For the majority of us, it’s other people—society, colleagues, friends, family or our religious community. We learned this way of operating when we were very young, of course. We were brainwashed. We discovered that feeling important and feeling accepted was a nice experience and so we learned to do everything we could to make other people like us. As Oscar Wilde puts it, “Most people are other people. Their thoughts are someone else’s opinions, their lives a mimicry(模仿), their passions a quotation.”

　　So when people tell us how wonderful we are, it makes us feel good. We long for this good feeling like a drug. Therefore, we are so eager for the approval of others that we live unhappy and limited lives, failing to do the things we really want to. Just as drug addicts and alcoholics live worsened lives to keep getting their fix (一剂毒品). We worsen our own existence to get our own constant fix of approval.

　　But, just as with any drug, there is a price to pay. The price of the approval drug is freedom—the freedom to be ourselves. The truth is that we cannot control what other people think. People have their own agenda, and they come with their own baggage and, in the end, they're more interested in themselves than in you. Furthermore, if we try to live by the opinions of others, we will build our life on sinking sand. Everyone has a different way of thinking, and people change their opinions all the time. The person who tries to please everyone will only end up getting exhausted and probably pleasing no one in the process.

　　So how can we take back control? I think there’s only one way—make a conscious decision to stop caring what other people think. We should guide ourselves by means of a set of values---not values imposed（强加）from the outside by others, but innate values which come from within. If we are driven by these values and not by the changing opinions and value systems of others, we will live a more authentic, effective, purposeful and happy life.

　　48. What Oscar Wilde says implies that _____________.

　　A. we have thoughts similar to those of others

　　B. most people have a variety of thoughts

　　C. most people’s thoughts are controlled by others

　　D. other people’s thoughts are more important

　　49. What does the author try to argue in the third paragraph ?

　　A. We may lose ourselves to please others.

　　B. Changing opinions may cost us our freedom.

　　C. We need to pay for what we want to get.

　　D. The price of taking drugs is freedom.

　　50. In order to live a happy, effective and purposeful life, we should _________.

　　A. care about others’ opinions and change opinions all the time

　　B. guide ourselves by means of values from the outside

　　C. persuade others to accept our opinions

　　D. stick to our own values

　　51. It can be concluded from the passage that __________.

　　A. we shouldn’t care what others think

　　B. it’s better to do what we like

　　C. we shouldn't change our own opinions

　　D. it’s important to accept others’ opinions

　　D

　　An old problem is getting new attention in the United States—bullying．Recent cases included the tragic case of a fifteen-year-old girl whose family moved from Ireland．She hanged herself in Massachusetts in January following months of bullying．Her parents criticized her school for failing to protect her．Officials have brought criminal charges against several teenagers．

　　Judy Kuczynski is president of an anti-bullying group called Bully Police USA．Her daughter Tina was the victim of severe bullying starting in middle school in the state of Minnesota．Her said, “Our daughter was a very outgoing child．She was a bubbly personality, very involved in all kinds of things, had lots of friends．And over a period of time her grades fell completely．She started having health issues．She couldn't sleep．She wasn't eating．She had terrible stomach pains．She started clenching(咬紧) her jaw and grinding(磨,咬牙) her teeth at night．She didn't want to go to school.”

　　Bullying is defined as negative behavior repeated over time against the same person． It can involve physical violence．Or it can be verbal — for example, insults or threats．Spreading lies about someone or excluding a person from a group is known as social or relational bullying．

　　And now there is cyber bullying, which uses the Internet, e-mail or text messages．It has easy appeal for the bully because it does not involve face-to-face contact and it can be done at any time．

　　The first serious research studies into bullying were done in Norway in the late 1970s．The latest government study in the United States was released last year．It found that about one-third of students aged twelve to eighteen were bullied at school．

　　Susan Sweater is a psychologist at the University of Nebraska-Lincoln and co-director of the Bullying Research Network．She says schools should treat bullying as a mental health problem to get bullies and victims the help they need．She says bullying is connected to depression, anxiety and anti-social behavior, and bullies are often victims themselves．

　　52. Which of the following is NOT bullying?

　　A．To beat someone repeatedly． B．To call someone names．

　　C．To isolate someone from friends． D．To refuse to help someone in need．

　　53. Why is cyber bullying appealing to the bully?

　　A．Because it can involve more people． B．Because it can create worse effects．

　　C．Because it is more convenient． D．Because it can avoid cheating．

　　54. According to Susan Sweater,

　　．

　　A．bullies are anti-social B．bullies should give victims help

　　C．students are not equally treated D．bullies themselves also need help

　　55. Which of the following can be the best title of the text?

　　A．How to wipe out bullying in schools.

　　B．Bullying has a negative influence on students in US.

　　C．Cyber bullying-Taking Off in Schools.

　　D．Girl's suicide in US brings fresh attention to bullying.

　　E

　　I try not to be biased, but I had my doubts about hiring Stevie. His social worker assured me that he would be a good, reliable busboy. But I had never had a mentally handicapped employee. He was short, a little fat, with the smooth facial features and thick-tongued speech of Down’s Syndrome(唐氏综合症). I thought most of my customers would be uncomfortable around Stevie, so I closely watched him for the first few weeks.

　　I shouldn’t have worried. After the first week, Stevie had my staff wrapped around his stubby little finger, and within a month my trucker regulars had adopted him as their official truck stop mascot. After that, I really didn’t care what the rest of the customers thought of him. He was like a 21-year-old in blue jeans and Nikes, eager to laugh and eager to please, but fierce in his attention to his duties. Every salt and pepper shaker was exactly in its place, not a coffee spill was visible, when Stevie got done with the table. Our only problem was convincing him to wait to clean a table until after the customers were finished.

　　Over time, we learned that he lived with his mother, a widow who was disabled. Money was tight, and what I paid him was probably the difference between them being able to live together and Stevie being sent to a group home.

　　That’s why the restaurant was a gloomy place that morning last August, the first morning in three years that Stevie missed work. He was at the Mayo Clinic in Rochester getting a heart surgery. His social worker said that people with Down’s syndrome often had heart problems at an early age, and there was a good chance he would come through the surgery in good shape and be back at work in a few months.

　　A ripple of excitement ran through the staff later that morning when word came that he was out of surgery, in recovery and doing fine. Frannie, my head waitress, let out a war whoop and did a little dance in the aisle when she heard the good news. Belle Ringer, one of our regular trucker customers, stared at the sight of the 50-year-old grandmother of four doing a victory shimmy beside his table. He ginned. “OK, Frannie, what was that all about?” he asked.

　　“We just got word that Stevie is out of surgery and going to be okay.”

　　“I was wondering where he was. I had a new joke to tell him. What was the surgery about?”

　　Frannie quickly told Belle Ringer and the other two drivers sitting at his booth about Stevie’s surgery, the sighed. “but I don’t know how he and his mom are going to handle all the bills. From what I hear, they’re barely getting by as it is.”

　　Belle Ringer nodded thoughtfully, and Frannie hurried off to wait on the rest of her tables.

　　After the morning rush, Frannie walked into my office. She had a couple of paper napkins in her hand.

　　“What’s up?” I asked.

　　“I cleared off the table where Belle Ringer and his friends were sitting after they left, and I found this. This was folded and put under a coffee cup.”

　　She handed the napkin to me, and three $20 bills fell onto my desk when I opened it. On the outside, in big, bold letters, was printed “Something For Stevie”.

　　That was three months ago. Today is Thanksgiving Day, the first day Stevie is supposed to be back to work. His social worker said he’s been counting the days until the doctor said he could work. I arranged to have his mother bring him to work, met them in the parking lot and invited them both to celebrate his day back. I took him and his mother by their arms. “To celebrate you coming back, breakfast for you and your mother is on me.”

　　I led them toward a large corner booth at the rear of the room. I could feel and hear the rest of the staff following behind as we marched through the dining room. We stopped in front of the big table. Its surface was covered with coffee cups, saucers and dinner plates, all sitting slightly crooked on dozens of folded paper napkins.

　　“First thing you have to do, Stevie, is clean up this mess,” I said.

　　Stevie looked at me, then pulled out one of the napkins. It had “Something for Stevie” printed on the outside. As he picked it up, two $10 bills fell onto the table. Stevie stared at the money, then at all the napkins peeking from beneath the tableware, each with his name printed on it.

　　I turned to his mother. “There’s more $10,000 in cash and checks on that table, all from truckers and trucking companies that heard about your problems. Happy Thanksgiving.”

　　Well, it got real noisy about that time, with everybody hollering and shouting, and there were a few tears, as well… but you know what’s funny?

　　While everybody else was busy shaking hands and hugging each other, Stevie, with a big, big smile on his face, was busy clearing all the cups and dishes from the table….

　　Why did the author have doubts about hiring Stevie?

　　A. Stevie was not that reliable.

　　B. Stevie was mentally disabled.

　　C. Stevie was too short and fat.

　　D. Stevie was bad-tempered.

　　57. What made the author not fully satisfied with Stevie’s work?

　　A. He made customers uncomfortable.

　　B. He couldn’t pay attention to his duties.

　　C. He often spilled cups of coffee.

　　D. He usually cleaned the table too early.

　　58. By saying the underlined words in Para.3, the author meant that the money she paid Stevie___.

　　A. could help Stevie out of the trouble.

　　B. couldn’t thoroughly solve Stevie’s problem.

　　C. could make a great difference to Stevie’s life.

　　D. could send Stevie a group home

　　59. According to this text, Frannie sighed for Stevie’s ____________.

　　A. health problem

　　B. work problem

　　C. finance problem

　　D. mental problem

　　60. Why did the author ask Stevie to clean up the mess on the table?

　　A. It was Stevie’s duty to clean the table.

　　B. The table was so dirty that it needed cleaning.

　　C. Stevie could pick up the money that was given to him.

　　D. She wanted to congratulate Stevie on his coming back.

　　48-51 CADA

　　52-55 DCDD

　　56-60 BDBCC

　　二、（浙江省北仑中学2017届高三上学期期中考试）

　　C

　　FRIDAY, Dec. 5, 2008—College students who think all-night study sessions will help them remember facts might want to get some sleep instead. That's the message from a new study that finds that as you sleep, the mind consolidates the things you learn during the day.

　　Study participants who learned how to play a video game in the morning or evening did a better job the next day after a night's rest, apparently because their brains were actively absorbing what they'd learned as they slept.

　　The finding shows "that sleep is not just a passive state when no information is coming in," said Howard Nusbaum, a professor of psychology at the University of Chicago.

　　For the study, the researchers recruited 200 college students. Most of them weren't very familiar with playing video games. Some of the participants learned how to play the games in the morning, while others learned in the evening. The researchers then tested the subjects on the video games 12 hours later and 24 hours later.

　　Those who took part in the morning training sessions showed an average eight-percentage-point improvement in their performance immediately after training. They performed more poorly—scoring four percentage points better—12 hours later. But they scored 10 percentage points better the next morning.

　　"If we train you in the morning and come back at the end of the day, you forget some of what you learned," Nusbaum said. "But if you sleep after that, it restores some of what you learned."

　　The students who took part in the evening training sessions performed better the next morning after sleeping, than they did after being trained.

　　The role that dreams play in the learning process—if any—isn't clear. But some dreams could serve as a kind of practice for the brain, Nusbaum said. "If you play a video game a lot, and you're playing in your dreams, maybe that could help you learn."

　　Jerry Siegel, professor at the Center for Sleep Research at the University of Calfornia, Los Angeles, said going without sleep hurts performance, but he's not convinced that sleep itself actively contributes to learning.

　　"If you take a break for a few hours, it can easily be shown that learning did occur, because performance is better at the start of a new learning session than it was at the end of the initial session," he said. "No sleep needs to occur for this to happen."

　　Still, Siegel suggested that sleep before learning a skill is crucial. "For long-term retention, it is more important to be well rested and therefore attentive when you are doing the learning than afterwards," he said. "It is even better if you don't have to choose and get your natural amounts of sleep every day."

　　49 What does the underlined word ‘want’ (in Paragraph 1) mean?

　　A. lack

　　B. wish

　　C. desire

　　D. need

　　50 What is mainly talked about in this text?

　　A. The effect of video games on learning.

　　B. The relation between sleep and learning.

　　C. The role of dreams in the learning process

　　D. The difference between morning and evening trainings.

　　51 What would be the best title for the text?

　　A. Sleep strengthens learning.

　　B. Dreams clearly help learning.

　　C. A break before learning is better.

　　D. Video games improve performance.

　　52 Which of the following statements is true according to the passage?

　　A. Training in the morning showed better results at once.

　　B. Learning won’t occur during sleeping without dreams..

　　C. Sleeping well helps to absorb what one learned

　　D. Studying all night helps to remember more facts.

　　D

　　An analysis of studies in 40 countries around the globe proves a long-standing assumption that the more a person knows about science, the more he or she tends to support scientific efforts.

　　In fact, studies that have tested the link between a person's level of scientific knowledge and attitudes towards the field have generated mixed results. "It's been a very hard question," says sociologist Nick Allum of the University of Surrey in Guildford, UK.

　　To resolve the issue, Allum and his colleagues pulled together the results of nearly 200 surveys carried out between 1998 and 2003 in countries from Australia to Bulgaria. These studies assessed, for example, whether participants knew certain scientific facts and whether they supported developments in genetically modified food or nanotechnology.

　　To some extent, the results prove the belief widely held by science supporters: the more people know about science, the more favourably they tend to view it, in spite of other factors such as age, nationality and level of education. Allum presented his results at the meeting of the American Association for the Advancement of Science in Washington DC last week.

　　But now this question is cleared up, researchers must begin to deal with more pressing questions, Allum says. "The argument should move on."

　　His finding cannot, for example, show whether better science education will increase general support for the field. This is because researchers have yet to figure out whether people who learn more about science then tend to like it or, on the contrary, whether people who already like and support science are simply tend to learn further facts.

　　And a person's level of scientific knowledge actually goes a very tiny way towards explaining their attitudes towards science. Allum believes that there are probably far more important factors, such as their moral values, religious beliefs and political leaning.

　　And people's trust in science may be influenced by how tightly regulated they believe the process to be in their country. This might explain, in part, why those living in different countries tend to hold different attitudes: Europeans tend to be more doubtful of genetically modified crops than those in the United States, for example.

　　Finally, science lovers hope to strengthen support for the field, but it looks as if simple science education will not be enough. As Allum says: "It's all horribly complicated."

　　53. In Allum’s opinion, ______ will have little influence on a person’s attitude towards science.

　　A. scientific knowledge

　　B. moral values

　　C. religious beliefs

　　D. political leaning

　　54. From the passage we can infer that ______.

　　A. the surveys were carried out in a few countries

　　B. Europeans love science more than Americans

　　C. Allum kept his research results a secret

　　D. Nick Allum is not a natural scientist

　　55. The underlined word ‘those’ refers to _____.

　　A. science lovers

　　B. different attitudes

　　C. people in general

　　D. genetically modified crops

　　56. What is mainly talked about in this passage?

　　A. Special beliefs of the sociologist Nick Allum.

　　B. Link between knowledge and love of science.

　　C. Ways in which people love science.

　　D. The function of science education.

　　E

　　STREAMWOOD, Ill.—For years, attendance was small at Tefft Middle School’s yearly parent-teacher conferences, but the principal did not blame families for their poor response. Instead, she blamed the poor way the conferences were conducted.

　　“Five years ago, the most important person—the student—was left out of the parent-teacher conference,” Tefft’s principal, Lavonne Smiley, said. “The old conferences were such a negative thing, so we turned it around,” allowing students not only to attend but also to lead the gatherings instead of anxiously awaiting their parents’ return home with the teacher’s opinion on their classroom performance.

　　Recently, 525 parents attended parent-teacher-student conferences, Ms. Smiley said, compared with 75 parents in 2003. No appointments were needed, and everyone was welcome at the conferences this year, spread over two days that school officials called a Celebration of Learning.

　　“I think we’re learning that every school has its own DNA, and there is not a prescription for conferences that works for every school,” Ms. Kinney said. “There is such an increasingly diverse population at our nation’s schools, the one-size-fits-all model conference just doesn’t work anymore.”

　　At some schools, not only are students on hand for conferences, but their siblings are also welcome, as are grandparents, aunts and uncles, even family friends.

　　When Mark Heller accepted a job as an assistant principal at the middle school in his hometown of Plano, Ill., he discovered that the community had changed a lot in the eight years he had been a teacher in Iowa. The population had nearly doubled to 10,000 residents, and 37 percent of the students at Plano Middle School were now from low-income families.

　　The traditional parent-teacher conferences without a student present are always available by appointment, and sometimes necessary, for example, to discuss a private matter concerning a non-custodial (无监护权的) parent, a family crisis the child is unaware of or a special education diagnosis.

　　Still, Mr. Heller is convinced that a true dialogue concerning a student’s academic progress is impossible without both the child and the parent engaged and present, and with the teacher on hand to share impressions and answer any questions the parents have about homework, standardized test scores, behavior and other issues.

　　“At the student-led conferences, our children are learning to be organized and capable adults someday,” Ms. Issa said. “When I was growing up, my parents went to my conference, and I waited at home, scared they would come back with some concerns. With this new kind of conference, there are no secrets. My daughter is learning that she is responsible for her own success.”

　　57. What is mainly talked about in this text?

　　A. The change of population in Mr. Heller’s hometown.

　　B. The way the parent-teacher conferences are conducted.

　　C. The people who take part in parent-teacher conferences.

　　D. The percentage of attendants to parent-teacher conferences.

　　58. What was the population in Plano, Ill. when Mr. Heller became a teacher in Iowa eight years before?

　　A. 3,700

　　B. 20,000

　　C. 10,000

　　D. 5,000

　　59. The number of parents who attended parent-teacher-student conferences recently was ______ times more than that in 2003.

　　A. five

　　B. six

　　C. seven

　　D. eight

　　60. What does Ms. Kinney mean by saying “every school has its own DNA’?

　　A. Every school is unique and different.

　　B. One model fits all school conferences.

　　C. All prescriptions do not work well.

　　D. The population at schools is diverse.

　　49-52 DBAC

　　53-56 ADCB

　　57-60 BDBA

　　三、（浙江省苍南中学2017届高三上学期期中考试）

　　C

　　The new studies show that fewer than half of the 9th graders in many of the nation’s largest cities, can ever graduate. The studies clearly show that the dropout rate isn’t dropping. And, in particular, the dropout rate isn’t dropping for poor and minority students.

　　Amazingly, though so many regret the rising dropout rate, our schools continue to lack formal plans--or any plans--to teach students motivation(动机). Most schools have no game plan to ensure that students understand that schooling will be completely necessary. Schools expect youth and children to act as though schooling is important, but they never teach them to believe that.

　　    Years ago, families ensured that the children recognized the value of schooling. But in many modern families, the children may fail to recognize the importance of school life just because these families may actually tell their children that school is not important. Since many families are not motivating their children to be interested students, youth professionals, like teachers may need to provide this training. Otherwise, it is likely the dropout rate will continue not to drop, but only worsen.

　　    Here are some strategies to convince even the most apathetic (无动于衷的) students that they must stay in school.

　　    Ask students if they will ever need to work: The world has changed. 100 years ago, factory work was the booming job, and it required no education. Today, factories are increasingly automated. Most computer-related jobs require education and at least a high school diploma.

　　    Ask students which century they will be prepared for: In 1900, the most common jobs were farm laborer and domestic servant—education not needed. Now, the most common jobs are office and sales staff—education and diploma usually needed. An amazing 6 out of 10 people today work in a store or office.

　　Ask students to devise a way that the employee could be replaced. For example, the coming trend in fast food is to use computers rather than people to run the restaurant. A prototype is apparently already being tested. The students should discover that most jobs that lack education and diploma requirements may be ripe for automation.

　　51. What does the underlined part mean in Paragraph1?

　　A. Few students can afford to go to school in large cities.

　　B. A large number of the 9th graders can graduate now.

　　C. There are still quite a few 9th graders leaving school early.

　　D. Most schools in large cities have fewer and fewer students.

　　52. Without the help of youth professionals,_____.

　　A. more and more families will gradually recognize the value of school.

　　B. it is likely that the dropout rate in schools won’t continue to drop.

　　C. some parents will be more convinced of their children’s future.

　　D. the schools will make proper plans to solve the problems with dropout.

　　53. The author takes factory work for example mainly to ______.

　　A. tell us that many jobs requires certain education in the past

　　B. show that there are more factory work and employment in modern society

　　C. show that employment in the computer field grows at a high rate

　　D. emphasize that modern jobs require education and schools are necessary

　　54. It can be inferred that______.

　　A. both schools and families should answer for the high dropout rate

　　B. many new jobs don’t need children’s high school diploma

　　C. working in a store doesn’t require a high school diploma

　　D. most schools are ready to help students recognize the importance of study

　　55. If students play the “Replace Me” game, the result would be “______”.

　　A. They will know that they can ‘always’ do without a diploma

　　B. More of them will drop out early to go to work

　　C. They will discover that lack of education is a disadvantage in choosing jobs

　　D. They will become better at using computers to hunt for a job

　　D

　　Hans was an honest fellow with a funny round good-humored face. Living alone, every day he worked in his garden. In all the countryside there was no garden so lovely as his. All sorts of flowers grew there, blooming in their proper order as the months went by, one flower taking another flower’s place, so that there were always beautiful things to see, and pleasant odors to smell.

　　Hans had many friends, the most devoted being the Miller. So devoted was the rich Miller to Hans that he’d never go by his garden without plucking a large bunch of flowers or a handful of sweet herbs, or filling his pockets with fruits. The Miller used to talk about noble ideas, and Hans nodded and smiled, feeling proud of having such a friend.

　　The neighbors thought it strange that the rich Miller never gave Hans anything in return, though he had hundreds of sacks of flour, many cows and sheep, but Hans never troubled his head about these, and nothing gave him greater pleasure than to listen to all the wonderful things about the unselfishness of true friendship.

　　In spring, summer, and autumn Hans was very happy, but when winter came, and he had no fruit or flowers to sell, he suffered from cold and hunger. Though extremely lonely, the Miller never came to see him then.

　　“There’s no good in going to see Hans while the snow lasts.” The Miller said to his wife, “When people are in trouble they shouldn’t be bothered. So I’ll wait till the spring comes when he’s happy to give me flowers.”

　　“You’re certainly very thoughtful,” answered his wife, “It’s quite a treat to hear you talk about friendship.”

　　“Couldn’t we ask Hans up here?” said their son. “I’ll give him half my meal, and show him my white rabbits.”

　　“How silly you are!” cried the Miller. “I really don’t know what’s the use of sending you to school. If Hans came up here, and saw our warm fire, our good supper, and our red wine, he might get envious, and envy is a most terrible thing, and would spoil anybody’s nature. I am his best friend, and I’ll always watch over him, and see that he’s not led into any temptation. Besides, if Hans came here, he might ask me for some flour. Flour is one thing, and friendship is another, and they shouldn’t be confused. The words are spelt differently, and mean quite different things. Everybody can see that.” He looked seriously at his son, who felt so ashamed that he hung his head down, and grew quite scared, and began to cry into his tea.

　　Spring coming, the Miller went down to see Hans. Again he talked about friendship. “Hans, friendship never forgets. I’m afraid you don’t understand the poetry of life. See, how lovely your roses are!”

　　Hans said he wanted to sell them in the market to buy back his things which were sold during the hard time of the winter.

　　“I’ll give you many good things. I think being generous is the base of friendship.” said the Miller. “And now, as I’ll give you many good things, I’m sure you’d like to give me some flowers in return. Here’s the basket, and fill it quite full.”

　　Poor Hans was afraid to say anything. He ran and plucked all his pretty roses, and filled the Miller’s basket, imagining the many good things promised by the Miller.

　　The next day he heard the Miller calling: “Hans, would you mind carrying this sack of flour for me to market?”

　　“I’m so