高考英语非官方学习指南：阅读理解与书面写作专项突破(txt+pdf+epub+mobi电子书下载)

作者：陶然,张丹

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：阅读理解与书面写作专项突破试读：

Does everyone want a challenging job? In spite of all the attention focused by the media, academicians, and social scientists on human potential and the needs of individuals, there is no evidence to support that the vast majority of workers want challenging jobs. Some individuals prefer highly complex and challenging jobs; others develop in simple, routine work.

The individual-difference variable(变量)that seems to gain the greatest support for explaining who prefers a challenging job and who doesn't is the strength of an individual's needs for personal growth and self-direction at work. Individuals with these higher-order growth needs are more responsive for challenging work. What percentage of ordinary workers actually desire higher-order need satisfactions and will respond positively to challenging jobs? No current data is available, but a study from the 1970s estimated the figure at about 15%. Even after adjusting for changing work attitudes and the growth in white-collar jobs, it seems unlikely that the number today exceeds 40%.

The strongest voice advocating challenging jobs has not been workers—it's been professors, social science researchers, and media people. Professors, researchers, and journalists undoubtedly made their career choices, to some degree, because they wanted jobs that gave them autonomy, recognition and challenge. That, of course, is their choice. But for them, to force their needs onto the workforce in general is presumptuous(冒失的).

Not every employee is looking for a challenging job. Many workers meet their higher-order need off the job. There are 168 hours in every individual's week. Work rarely consumes more than 30% of this time. That leaves considerable opportunities, even for individuals with strong growth needs, to find higher-order need satisfaction outside the workplace. So don't feel you have a responsibility to create challenging jobs for all your employees. For many people, work is something that will never excite or challenge them. And they don't expect to find their growth opportunities at work. Work is merely something they have to do to pay their bills. They can find challenges outside of work on the golf course, fishing, at their local pub, with their friends in social clubs, with their family, and the like.

67.What makes people choose challenging jobs?

A.Positive responses.

B.Work attitudes.

C.Higher-order growth needs.

D.Personal self-direction.

68.Who is the least likely to prefer a challenging job?

A.College professors.

B.Construction workers.

C.Social researchers.

D.Media journalists.

69.The passage is intended for ______.

A.job-hunters

B.researchers

C.graduates

D.employers

70.Which is the best title for the passage?

A.Not Everyone Wants a Challenging Job

B.Complex Jobs Offer Growth Opportunities

C.Employers Should Create Challenging Jobs

D.Challenging Jobs Give a Sense of RecognitionPASSAGE 2 2014年东城区高三英语期末考试阅读理解D篇Is the "Go to College" Message Overdone?

Even in a weak job market, the old college try isn't the answer for everyone. A briefing paper from the Brookings Institution warns that "we may have overdone the message" on college, senior fellow Isabel Sawhill said.

"We've been telling students and their families for years that college is the only way to succeed in the economy and of course there's a lot of truth to that," Ms. Sawhill said. "On average it does pay off ... But if you load up on a whole lot of student debt and then you don't graduate, that is a very bad situation."

One comment that people often repeat among the years of slow job growth has been the value of education for landing a job and advancing in a career. April's national unemployment rate stood at 7.5%, according to the Labor Department. The unemployment rate for high-school graduates over 25 years old who hadn't attended college was 7.4%, compared with 3.9% for those with a bachelor's degree or more education. The difference is even bigger among those aged 16-24.The jobless rate for those with only a high school diploma in that age group is about 20%. At the same time, recent research by Canadian economists cautions that a college degree is no guarantee of promising employment.

Ms. Sawhill pointed out that among the aspects that affect the value of a college education is the field of one's major: Students in engineering or other sciences end up earning more than ones who major in the arts or education. The cost of tuition and the availability of financial aid are other considerations, with public institutions generally a better financial bargain than private ones.

She suggested two avenues for improving the situation: increasing vocational-technical(职业的)training programs and taking a page from Europe's focus on early education rather than post-secondary learning. "The European countries put a little more attention to getting people prepared in the primary grades," she said. "Then they have a higher bar for whoever goes to college—but once you get into college, you're more likely to be highly subsidized(资助)."

She also is a supporter of technical training—to teach students how to be plumbers, welders and computer programmers—because "employers are desperate" for workers with these skills.

67.People usually think that ______.

A.the cost of technical schooling is a problem

B.one will not succeed without a college degree

C.technical skills are most important for landing a job

D.there is an increased competition in getting into a college

68.What does the underlined part "taking a page from" mean?

A.Hearing from.

B.Changing from.

C.Differing from.

D.Learning from.

69.What can we infer from the passage?

A.Public institutions charge more for education.

B.European universities are stricter with students.

C.Students with certain skills are in great demand.

D.Canadian students prefer to major in engineering.

70.Ms. Sawhill may probably agree that ______.

A.too much stress has been put on the value of college degrees

B.technical training is more important than college education

C.a college degree will ensure promising employment

D.it's easier for art students to find favorite jobsPASSAGE 3 2014年朝阳区高三英语期末考试阅读理解D篇

Teaching is more than leadership. Some of the teacher's time and effort is directed toward instruction, some toward evaluation. But it is the teacher as a group leader who creates an effective organizational structure(结构)and good working environment so that instruction and evaluation activities can take place. A group that is totally disorganized, unclear about its goals, or constantly fighting among its members will not be a good learning group. The leadership pattern includes helping to form and maintain a positive learning environment so that instruction and evaluation activities can take place.

On the first day of class, the teacher faces a room filled with individuals(个体). Perhaps a few closely united groups and friendships already exist. But there is no sense of group unity, no set of rules for conduct in the group, no feeling of belonging. If teachers are successful leaders, they will help students develop a system of relationships that encourages working together.

Standards and rules must be set to keep order, make sure of justice and protect individual rights, but do not contradict school policy. What happens when one student hurts another's individual rights? Without clear regulations agreeable to the students and teachers, the classroom can become chaotic. Students may break rules they did not know existed. If standards are set without participation from the class, students may spend a great deal of creative energy in destroying the class environment or finding ways to break rules.

No matter how skillful the teacher is in uniting students and creating a positive atmosphere, the task is never complete. Regular maintenance is necessary. Conflicts arise. The needs of individual members change. A new kind of learning task requires a new organizational structure. Sometimes outside pressures such as holidays, upcoming tests or sport competitions, or family troubles cause stress in the classroom. One task for the teacher is to recreate a positive environment by helping students deal with conflict, change, and stress.

67.The underlined word "maintain" in Para.1 probably means ______.

A.conserve

B.build

C.recreate

D.evaluate

68.According to the author, the teacher should ______.

A.free students from outside pressures

B.set the standards and rules on his own

C.be responsible for a well-organized class

D.focus more on instruction and evaluation

69.From the passage we can learn that ______.

A.rules cannot be changed once they're formed

B.outside pressures may not cause tension among students

C.if the teacher well unites his students, he then will finish his task

D.if rules are not acceptable both to students and teachers, the classroom can be a mess

70.What is the author's main purpose of writing the passage?

A.To provide information for teaching.

B.To show the importance of teaching a class.

C.To study the teacher's behavior in the classroom.

D.To compare the teacher's behavior with the students' in class.PASSAGE 4 2014年海淀区高三英语一模考试阅读理解C篇

Everywhere I look outside my home I see people busy on their high-tech devices, while driving, walking, shopping, even sitting in toilets. When connected electronically, they are away from physical reality.

People have been influenced to become technology addicted. One survey reported that "addicted" was the word most commonly used by people to describe their relationship to iPad and similar devices. One study found that people had a harder time resisting the allure of social media than they did for sleep, cigarettes, and alcohol.

The main goal of technology companies is to get people to spend more money and time on their products, not to actually improve your quality of life. They have successfully created a cultural disease. Consumers willingly give up their freedom, money and time to catch up on the latest information, to keep pace with their peers or to appear modern.

I see people trapped in a pathological(病态的)relationship with time-sucking technology, where they serve technology more than technology serves them. I call this technology servitude. I am referring to a loss of personal freedom and independence because of uncontrolled consumption of many kinds of devices that eat up time and money.

What is a healthy use of technology devices? That is the vital question. Who is really in charge of my life? That is what people need to ask themselves if we are to have any chance of breaking up false beliefs about their use of technology. When we can live happily without using so much technology for a day or a week, then we can regain control and personal freedom, become the master of technology and discover what there is to enjoy in life free of technology. Mae West is famous for proclaiming the wisdom that "too much of a good thing is wonderful." But it's time to discover that it does not work for technology.

Richard Fernandez, an executive coach at Google acknowledged that "we can be swept away by our technologies." To break the grand digital connection people must consider how life long ago could be fantastic without today's overused technology.

63.The underlined word "allure" in Paragraph 2 probably means ______.

A.advantage

B.attraction

C.adaptation

D.attempt

64.From the passage, technology companies aim to ______.

A.attract people to buy their products

B.provide the latest information

C.improve people's quality of life

D.deal with cultural diseases

65.It can be inferred from this passage that people ______.

A.consider too much technology wonderful

B.have realized the harm of high-tech devices

C.can regain freedom without high-tech devices

D.may enjoy life better without overused technology

66.What's the author's attitude towards the overusing of high-tech devices?

A.Neutral.

B.Skeptical.

C.Disapproving.

D.Sympathetic.PASSAGE 5 2014年西城区高三英语一模考试阅读理解C篇

College students constantly hear the praises of education. We have all become used to believing that a college education is always a guarantee of an easier life. I was nine years old when my fourth-grade teacher presented me with a task, to write down all of the things I wanted in my life. I filled my paper with things like: own a big house and have servants; be rich and have a good job. The next day my teacher handed back my paper and in red ink she wrote: "GO TO COLLEGE." For a long time, I was convinced that once I obtained an education, BAM! Life would be easier.

However, education cannot promise all wishes, dreams, and desires. Society must reject the foolish idea that a college education's main purpose is to satisfy our desires and secure success. Like most challenging things, education is a gamble(赌博)in which results depend entirely on people's ability to look past their wants to see the realism and reason behind their wants.

For instance, my first year of college, I took a sociology class. In class, we were taught that Third World countries were poor. We learned that our quality of life would be almost impossible for an average person in those countries. I began to examine my own desire to be rich. To always go after money felt selfish when knowing others had none at all. Learning about other society's financial situations forced me to look beyond what I wanted.

Through the process of education, everything once desired is tested. Wanting something no longer is enough; it's more important to examine why we want it and whether we really want it. When my desire for money changed, everything changed. I stopped longing for money-driven careers and stopped valuing the people who had them. I began to examine the things I purchased and my reason for wanting them.

Education is a tool to be used to develop and advance our desires, so we can discover the things that are truly significant in life. Education is a source to expand our society to see beyond the superficial(表面的)appeals and the "quick fixes", leaving the belief of an effortless life behind in order to desire a meaningful one.

63.The author's fourth-grade teacher probably agreed that ______.

A.the author was an ambitious student

B.the author should set more realistic goals

C.a college student would lead an easier life

D.a college degree was the key to the author's dreams

64.Why does the author mention her sociology class?

A.To share her learning experiences with readers.

B.To support her new understanding about education.

C.To express her sympathy for people in Third World.

D.To stress the importance of taking a sociology course.

65.With a college education, the author ______.

A.envied rich people

B.lost interest in career

C.desired more material things

D.stopped always seeking more wealth

66.What's the main idea of the passage?

A.College education promises an effortless life.

B.College education tests and guides our life desires.

C.College education offers solutions to social problems.

D.College education turns young people into gamblers.PASSAGE 6 2014年西城区高三英语二模考试阅读理解D篇Dear Mom, Clear My Calendar

September is around the corner, and some of us are already complaining about summer's end. But parents have a special reason to do so. The end of summer means the start of school. And these days, planning a young child's schedule is a big challenge. The challenge is no longer finding activities to fill a child's day; it is saying no to the hundreds of options available. Our mailbox is filled with brochures urging us to sign our kids up for classes from cooking to martial arts(武术).

Educators are themselves discouraged by the number of special classes that many children attend. In the name of "enrichment," three-year-olds not only go to preschool in the morning but study French or gymnastics after lunch. One teacher tells of a four-year-old asking for help in the toilet before hurrying off to tennis. Another teacher says that children sometimes hold on to her at pickup time. What happened to unstructured time?

A generous explanation is that we enjoy giving children opportunities we never had. The truth however is that many parents have doubts about how much time they spend away from their families. And one way to reduce this guilt is to believe that time spent in these classes is somehow more beneficial to children than the time we know we should be giving them ourselves.

David Elkind, an expert on children, suggests that the 1960s gave birth to the belief that earlier is better. Parents hope that early music lessons, for example will build a child's confidence. The truth, however, is that any time children are asked to do too much, too soon, they are at greater risk for feelings of failure.

A child's time does not have to be planned to be meaningful. Remember the lazy days of summer? Some children sleep late and play with the kids across the street until it's time to come home for dinner. However, with the majority of mothers working, fewer children enjoy that idle(空闲的)time now.

Come September, children across the country will finish a full day of kindergarten, only to attend an after-school program until 6 P.M., when a working mom or dad comes to take them home. That's too much for a five-year old. Finances, of course, do limit some parents. But let's be honest with ourselves—our own busy schedules, whatever they involve, are no excuse for burdening a young child's.

67.The author holds that it's a challenge to plan a schedule for a child mainly because ______.

A.a child's schedule is too complex

B.activities suitable for kids are limited

C.parents are stuck in numerous choices

D.children always say no to parents' advice

68.What the two teachers say in Paragraph 2 implies that ______.

A.children love to stay at school

B.they are popular with children

C.children dislike after-school classes

D.after-school classes are of poor quality

69.According to the author, what is the real reason for parents to send their children to after-school classes?

A.Parents want to make up for their own regrets.

B.After-school classes develop children's potential.

C.Parents have doubt about their own ability to guide children.

D.After-school classes give parents an excuse for being absent.

70.Which of the following will the author probably agree with?

A.For children's benefits, the earlier the better.

B.Children's spare time should be carefully designed.

C.Idle time for children is becoming a thing of the past.

D.Parents should be forgiven if they have a good reason.PASSAGE 7 2012年西城区高三英语期末考试阅读理解C篇Cell Phones Are the New Cigarettes

When you get in your car, you reach for it. When you're at work, you take a break to have a moment alone with it. When you get into a lift, you play with it.

Cigarettes? Cup of coffee? No, it's the third most addictive thing in modern life, the cell phone. And experts say it is becoming more difficult for many people to curb their longing to hug it more tightly than most of their personal relationships.

With its shiny surface, its smooth and satisfying touch, its air of complexity, the cell phone connects us to the world even as it disconnects us from people three feet away. In just the past couple of years, the cell phone has challenged individuals, employers, phone makers and counselors(顾问)in ways its inventors in the late 1940s never imagined.

The costs are becoming even more evident, and I don't mean just the monthly bill. Dr. Chris Knippers, a counselor at the Betty Ford Center in Southern California, reports that the overuse of cell phones has become a social problem not much different from other harmful addictions: a barrier to one-on-one personal contact, and an escape from reality.

Sounds extreme, but we've all witnessed the evidence: The person at a restaurant who talks on the phone through an entire meal, ignoring his kids around the table; the woman who talks on the phone in the car, ignoring her husband; the teen who texts messages all the way home from school, avoiding contact with kids all around him.

Is it just rude, or is it a kind of unhealthiness? And pardon me, but how is this improving the quality of life?

Jim Williams, an industrial sociologist based in Massachusetts, notes that cell-phone addiction is part of a set of symptoms in a widening gulf of personal separation. He points to a study by Duke University researchers that found one-quarter of Americans say they have no one to discuss their most important personal business with. Despite the growing use of phones, e-mail and instant messaging, in other words, Williams says studies show that we don't have as many friends as our parents. "Just as more information has led to less

试读结束[说明：试读内容隐藏了图片]

下载完整电子书