高考英语一轮复习限时阅读训练14 5页

‎2019届高考英语一轮复习限时阅读训练14‎ A 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 B 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 sorry, but I am really very busy today.”‎ ‎ “Well,” said the Miller, “considering that I’m going to give you my things, it’s rather unfriendly of you to refuse. Upon my word, you mustn’t mind my speaking quite plainly to you.”‎ ‎ Poor Hans was driven by his friendship theory to work hard for his best friend, leaving his garden dry and wasted.‎ ‎ One evening Hans was sitting by fire when the Miller came. ‎ ‎ “Hans,” cried the Miller, “My little boy has fallen off a ladder and hurt himself, and I’m going for the Doctor. But he lives so far away, and it’s such a bad windy night. It has just occurred to me that you can go instead of me. You know I’m going to give you my good things, so you should do something for me in return.”‎ ‎ “Certainly,” cried Hans. He struggled into the stormy night, and got the doctor to ride a horse to the Miller’s house in time to save the boy. However, Hans got lost in the darkness, and wandered off into a deep pool, drowned.‎ ‎ At Hans’ funeral, the Miller said, “I was his best friend. I should walk at the head of the procession.” Every now and then he wiped his eyes with a handkerchief. ‎ ‎56. From the passage, we can learn that Hans ___________. ‎ ‎ A. was extremely wise and noble B. was highly valued by the Miller ‎ C. admired the Miller very much D. had a strong desire for fortune ‎57. “Flour is one thing, and friendship is another” can be understood as ___________. ‎ ‎ A. “Different words may mean quite different things.”‎ ‎ B. “Interest is permanent while friendship is flexible.”‎ ‎ C. “I’m afraid you don’t understand the poetry of life.”‎ ‎ D. “I think being generous is the base of friendship.”‎ ‎58. From the Miller’s talk at home, we can see he was ___________. ‎ ‎ A. serious but kind ‎ B. helpful and generous C. caring but strict ‎ D. selfish and cold-hearted ‎59. What’s the main cause of Hans’ tragedy?‎ ‎ A. True friendship between them.‎ B. A lack of formal education. ‎ ‎ C. A sudden change of weather.‎ D. Blind devotion to a friend. ‎ ‎60. The author described the Miller’s behavior in order to ___________. ‎ ‎ A. entertain the readers with an incredible joking tale ‎ B. show the friendship between Hans and the Miller ‎ C. warn the readers about the danger of a false friend ‎ ‎ D. persuade people to be as intelligent as the Miller ‎