作者：陶然
出版社：群言出版社
格式: AZW3, DOCX, EPUB, MOBI, PDF, TXT
高考英语非官方学习指南：阅读理解与阅读填空25天集训试读：
DAY 1
READING 1阅读理解训练一AGoldie's SecretShe turned up at the doorstep of my house in Cornwall．No way could I have sent her away．No way, not me anyway．Maybe someone had kicked her out of their car the night before.“We're moving house.”“No space for her any more with the baby coming.”“We never really wanted her, but what could we have done? She was a present.”People find all sorts of excuses for abandoning an animal．And she was one of the most beautiful dogs I had ever seen.
I called her Goldie．If I had known what was going to happen I would have given her a more creative name．She was so unsettled during those first few days．She hardly ate anything and had such an air of sadness about her．There was nothing I could do to make her happy, it seemed．Heaven knows what had happened to her at her previous owner's．But eventually at the end of the first week she calmed down．Always by my side, whether we were out on one of our long walks or sitting by the fire.
That's why it was such a shock when she pulled away from me one day when we were out for a walk．We were a long way from home, when she started barking and getting very restless．Eventually I couldn't hold her any longer and she raced off down the road towards a farmhouse in the distance as fast as she could.
By the time I reached the farm I was very tired and upset with Goldie．But when I saw her licking (舔) the four puppies (幼犬) I started to feel sympathy towards them.“We didn't know what had happened to her,”said the woman at the door.“I took her for a walk one day, soon after the puppies were born, and she just disappeared.”“She must have tried to come back to them and got lost,”added a boy from behind her.
I must admit I do miss Goldie, but I've got Nugget now, and she looks just like her mother．And I've learnt a good lesson: not to judge people.56．How did the author feel about Goldie when Goldie came to the house?
A．Shocked.
B．Sympathetic.
C．Annoyed.
D．Upset.57．In her first few days at the author's house, Goldie __________.
A．felt worried
B．was angry
C．ate a little
D．sat by the fire58．Goldie rushed off to a farmhouse one day because she __________.
A．saw her puppies
B．heard familiar barkings
C．wanted to leave the author
D．found her way to her old home59．The passage is organized in order of __________.
A．time
B．effectiveness
C．importance
D．complexityBOpen Letter to an Editor
I had an interesting conversation with a reporter recently—one who works for you．In fact, he's one of your best reporters．He wants to leave.
Your reporter gave me a copy of his resume (简历) and photocopies of six stories that he wrote for you．The headlines showed you played them proudly．With great enthusiasm, he talked about how he finds issues (问题), approaches them, and writes about them, which tells me he is one of your best．I'm sure you would hate to lose him．Surprisingly, your reporter is not unhappy．In fact, he told me he really likes his job．He has a great assignment (分工), and said you run a great paper．It would be easy for you to keep him, he said．He knows that the paper values him．He appreciates the responsibility you've given him, takes ownership of his profession, and enjoys his freedom.
So why is he looking for a way out?
He talked to me because he wants his editors to demand so much more of him．He wants to be pushed, challenged, coached to new heights.
The reporter believes that good stories spring from good questions, but his editors usually ask how long the story will be, when it will be in, where it can play, and what the budget is.
He longs for conversations with an editor who will help him turn his good ideas into great ones．He wants someone to get excited about what he's doing and to help him turn his story idea upside down and inside out, exploring the best ways to report it．He wants to be more valuable for your paper．That's what you want for him, too, isn't it?
So your reporter has set me thinking.
Our best hope in keeping our best reporters, copy editors, photographers, artists—everyone—is to work harder to make sure they get the help they are demanding to reach their potential．If we can't do it, they'll find someone who can.60．What does the writer think of the reporter?
A．Optimistic.
B．Imaginative.
C．Ambitious.
D．Proud.61．What does the reporter want most from his editors in their talks?
A．Finding the news value of his stories.
B．Giving him financial support.
C．Helping him to find issues.
D．Improving his good ideas.62．Who probably wrote the letter?
A．An editor.
B．An artist.
C．A reporter.
D．A reader.63．The letter aims to remind editors that they should __________.
A．keep their best reporters at all costs
B．give more freedom to their reporters
C．be aware of their reporters' professional development
D．appreciate their reporters' working styles and attitudesCPacing and Pausing
Sara tried to befriend her old friend Steve's new wife, but Betty never seemed to have anything to say．While Sara felt Betty didn't hold up her end of the conversation, Betty complained to Steve that Sara never gave her a chance to talk．The problem had to do with expectations about pacing and pausing.
Conversation is a turn-taking game．When our habits are similar, there's no problem．But if our habits are different, you may start to talk before I'm finished or fail to take your turn when I'm finished．That's what was happening with Betty and Sara.
It may not be coincidental that Betty, who expected relatively longer pauses between turns, is British, and Sara, who expected relatively shorter pauses, is American．Betty often felt interrupted by Sara．But Betty herself became an interrupter and found herself doing most of the talking when she met a visitor from Finland．And Sara had a hard time cutting in on some speakers from Latin America or Israel.
The general phenomenon, then, is that the small conversation techniques, like pacing and pausing, lead people to draw conclusions not about conversational style but about personality and abilities．These habitual differences are often the basis for dangerous stereotyping (思维定式)．And these social phenomena can have very personal consequences．For example, a woman from the southwestern part of the US went to live in an eastern city to take up a job in personnel．When the Personnel Department got together for meetings, she kept searching for the right time to break in—and never found it．Although back home she was considered outgoing and confident, in Washington she was viewed as shy and retiring．When she was evaluated at the end of the year, she was told to take a training course because of her inability to speak up.
That's why slight differences in conversational style—tiny little things like microseconds of pause—can have a great effect on one's life．The result in this case was a judgment of psychological problems—even in the mind of the woman herself, who really wondered what was wrong with her and registered for assertiveness training.64．What did Sara think of Betty when talking with her?
A．Betty was talkative．
B．Betty was an interrupter.
C．Betty did not take her turn.
D．Betty paid no attention to Sara.65．According to the passage, who are likely to expect the shortest pauses between turns?
A．Americans．
B．Israelis.
C．The British.
D．The Finns.66．We can learn from the passage that __________.
A．communication breakdown results from short pauses and fast
pacing
B．women are unfavorably stereotyped in eastern cities of the US
C．one's inability to speak up is culturally determined sometimes
D．one should receive training to build up one's confidence67．The underlined word“assertiveness”in the last paragraph probably means __________.
A．being willing to speak one's mind
B．being able to increase one's power
C．being ready to make one's own judgment
D．being quick to express one's ideas confidentlyDThe Cost of Higher Education
Individuals (个人) should pay for their higher education.
A university education is of huge and direct benefit to the individual．Graduates earn more than non-graduates．Meanwhile, social mobility is ever more dependent on having a degree．However, only some people have it．So the individual, not the taxpayers, should pay for it．There are pressing calls on the resources (资源) of the government．Using taxpayers' money to help a small number of people to earn high incomes in the future is not one of them.
Full government funding (资助) is not very good for universities．Adam Smith worked in a Scottish university whose teachers lived off student fees．He knew and looked down upon 18th-century Oxford, where the academics lived comfortably off the income received from the government．Guaranteed salaries, Smith argued, were the enemy of hard work; and when the academics were lazy and incompetent, the students were similarly lazy.
If students have to pay for their education, they not only work harder, but also demand more from their teachers．And their teachers have to keep them satisfied．If that means taking teaching seriously, and giving less time to their own research interests, that is surely something to celebrate.
Many people believe that higher education should be free because it is good for the economy (经济)．Many graduates clearly do contribute to national wealth, but so do all the businesses that invest (投资) and create jobs．If you believe that the government should pay for higher education because graduates are economically productive, you should also believe that the government should pay part of business costs．Anyone promising to create jobs should receive a gift of capital from the government to invest．Therefore, it is the individual, not the government, who should pay for their university education.68．The underlined word“them”in Paragraph 2 refers to __________.
A．taxpayers
B．pressing calls
C．college graduates
D．government resources69．The author thinks that with full government funding __________.
A．teachers are less satisfied
B．students are more demanding
C．students will become more competent
D．teachers will spend less time on teaching70．The author mentions businesses in Paragraph 5 in order to __________.
A．argue against free university education
B．call on them to finance students' studies
C．encourage graduates to go into business
D．show their contribution to higher educationAnswer Key参考答案READING 1篇目及文体题号答案错题及考点56BA ( )57A__________58D59A60CB ( )__________61D62A63C64CC ( )65B__________66C67D68BD ( )__________69D70A注：请读者自行整理和记录表格中的空白处。DAY 2READING 2阅读理解训练二A“I Went Skydiving at 84!”
As a young girl growing up in the 1930s, I always wanted to fly a plane, but back then it was almost unheard of for a woman to do that．I got a taste of that dream in 2001, when my husband arranged for me to ride in a hot air balloon for my birthday．But the experience turned out to be very dull．Around that time, I told my husband that I wanted to skydive．So when our retirement community (社区) announced that they were having an essay competition and the topic was an experience of a lifetime that you wanted to have, I decided to write about my dream.
In the essay, I wrote about my desire to skydive, stating George Bush Sr．did it at age 80．Why not me? I was just 84 and in pretty good health．A year went by and I heard nothing．But then at a community party in late April 2009, they announced that I was one of the winners．I just couldn't believe it．Inspired by this, I decided to realize my dream, even though some of my family members and my doctor were against it.
On June 11, 2009, nearly 40 of my family and friends gathered in the area close to where I would land while I headed up in the airplane．My instructor, Jay, guided me through the experience．The plane was the noisiest one I had ever been in, but I wasn't frightened—I was really just looking forward to the experience．When we reached 13,000 feet, Jay instructed me to throw myself out of the plane．When we first hit the air, the wind was so strong that I could hardly breathe．For a second I thought,“What have I gotten myself into?”But then everything got calmer．We were in a free fall for about a minute before Jay opened the parachute (降落伞), then we just floated downward for about five minutes．Being up in the clouds and looking at the view below was unlike anything I have ever felt—much better than the hot air balloon．I was just enjoying it.
Skydiving was really one of the greatest experiences of my life．I hope other people will look at me and realize that you don't stop living just because you are 84 years old．If there's something you want to experience, look into it．If it's something that is possible, make it happen.56．What happened to the author in 2001?
A．She flew an airplane.
B．She entered a competition.
C．She went on a hot air balloon ride.
D．She moved into a retirement community.57．The author mentioned George Bush Sr．in her essay to __________.
A．build up her own reputation
B．show her admiration for him
C．compare their health condition
D．make her argument persuasive58．How did the author feel immediately after she jumped out of the plane?
A．Excited.
B．Scared.
C．Nervous.
D．Regretful.59．What did the author enjoy most when she was skydiving?
A．The beautiful clouds．
B．The wonderful view.
C．The company of Jay．
D．The one-minute free fall.BSubmission Guidelines
Before sending us a manuscript (稿件), look through recent issues (刊物) of the Post to get an idea of the range and style of articles we publish．You will discover that our focus has broadened to include well-researched, timely and informative articles on finance, home improvement, travel, humor, and many other fields.
The Post's goal is to remain unique, with content that provides additional understandings on the ever-evolving American scene.
In addition to feature-length (专题长度的) articles, the Post buys anecdotes, cartoons, and photos．Payment ranges from $25 to $400.
Our nonfiction needs include how-to, useful articles on gardening, pet care and training, financial planning, and subjects of interest to a 45-plus, home-loving readership．For nonfiction articles, indicate any special qualifications you have for writing about the subject, especially scientific material．Include one or two published pieces with your article．We prefer typed articles between 1,000 and 2,000 words in length．We encourage you to send both printed and online versions.
We also welcome new fiction．A light, humorous touch is appreciated．We are always in need of straight humor articles．Make us laugh, and we'll buy it.
Feature articles average about 1,000 to 2,000 words．We like positive, fresh angles to Post articles, and we ask that they be thoroughly researched.
Please submit all articles to Features Editor, The Saturday Evening Post, 1100 Waterway Boulevard, Indianapolis, IN 46202, (317) 634-1100．60．Before sending a manuscript to the Post, a contributor is advised to __________.
A．get a better understanding of American issues
B．find out the range of the articles in the post
C．increase his knowledge in many fields
D．broaden his research focus61．To submit nonfiction articles, a contributor must __________.
A．provide his special qualification
B．be a regular reader of the Post
C．produce printed version
D．be over 45 year old62．From the passage we can learn that the Post __________.
A．allows article submission within six weeks
B．favors science articles within 2,000 words
C．has a huge demand for humorous works
D．prefers nonfiction to fiction articleCStudents and Technology in the Classroom
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 laptops, 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 conversations 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 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.63．Some of the students in the history class were unhappy with __________.
A．the course material
B．others' misuse of technology
C．discussion topics
D．the author's class regulations64．The underlined word“engage”in Para.4 probably means __________.
A．explore
B．accept
C．change
D．reject65．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 evaluation66．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 classD
As the railroads and the highways shaped the American West in the past centuries, a new electrical generating (发电) and transmission (输送) system for the 21st century will leave a lasting mark on the West, for better and worse．Much of the real significance of railroads and highways is not in their direct physical effect on the scenery, but in the ways that they affect the surrounding community．The same is true of big solar plants and the power lines that will be laid down to move electricity around.
The 19th century saw land grants (政府拨地) offered to railroad companies to build the transcontinental railroads, leaving public land in between privately owned land．In much of the West, some of the railroad sections were developed while others remained undeveloped, and in both cases the landownership has presented unique challenges to land management．With the completion of the interstate highway system, many of the small towns, which sprang up as railway stops and developed well, have lost their lifeblood and died.
Big solar plants and their power lines will also have effects far beyond their direct footprint in the West．This is not an argument against building them．We need alternative energy badly, and to really take advantage of it we need to be able to move electricity around far more readily than we can now.
So trade-offs will have to be made．Some scenic spots will be sacrificed．Some species (物种) will be forced to move, or will be carefully moved to special accommodations．Deals will be struck to reduce the immediate effects.
The lasting effects of these trade-offs are another matter．The 21st century development of the American West as an ideal place for alternative energy is going to throw off a lot of power and money in the region．There are chances for that power and money to do a lot of good．But it is just as likely that they will be spent wastefully and will leave new problems behind, just like the railroads and the highways.
The money set aside in negotiated trade-offs and the institutions that control it will shape the West far beyond the immediate footprint of power plants and transmission lines．So let's remember the effects of the railroads and the highways as we construct these new power plants in the West.67．What was the problem caused by the construction of the railways?
A．Small towns along the railways became abandoned.
B．Some railroad stops remained underused.
C．Land in the West was hard to manage.
D．Land grants went into private lands.
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