发布时间 : 星期四 文章阅读理解训练（含答案） - 图文更新完毕开始阅读
the mother-substitute and begins to explore the toys, but often rushes back for a deep embrace (拥抱) as if to make sure that its mother is still there and that all is well. Bit by bit its fears of the new environment are gone and it spends more and more time playing with the toys and less and less time holding on to its ―mother.‖
50. Psychologically, what does the baby monkey desire most during the first two weeks of its life? A. Warmth
B. Milk
C. Contact D. Trust
51. After the first two weeks of their life, baby moneys prefer the cloth mother to the wire mother because the former is __________. A. larger in size
B. closer to them
D. more comfortable to rub against C. Confidence
D. Interest
C. less frightening and less disturbing A. Attention
B. Softness
52. What does the baby monkey probably gain from prolonged ―contact comfort‖? 53. It can be inferred that when the baby monkey feels secure, __________. A. it frequently rushes back for a deep embrace when exploring the toys B. it spends more time screaming to get rewards
C. it is less attracted to the toys though they are interesting D. it cares less about whether its mother is still around 54. The main purpose of the passage is to __________. A. give the reasons for the experiment
B. present the findings of the experiment D
In 1974, after filling out fifty applications, going through four interviews, and winning one offer, I took what I could get—a teaching job at what I considered a distant wild area: western New Jersey. My characteristic optimism was alive only when I reminded myself that I would be doing what I had wanted to do since I was fourteen—teaching English.
School started, but I felt more and more as if I were in a foreign country. Was this rural area really New Jersey? My students took a week off when hunting season began. I was told they were also frequently absent in late October to help their fathers make hay on the farms. I was a young woman from New York City, who thought that ―Make hay while the sun shines‖ just meant to have a good time.
But, still, I was teaching English. I worked hard, taking time off only to eat and sleep. And then there was my sixth-grade class—seventeen boys and five girls who were only six years younger than me. I had a problem long before I knew it. I was struggling in my work as a young idealistic teacher. I wanted to make literature come alive and to promote a love of the written word. The students wanted to throw spitballs and whisper dirty words in the back of the room.
In college I had been taught that a successful educator should ignore bad behavior. So I did, confident that, as the textbook had said, the bad behavior would disappear as I gave my students positive attention. It sounds reasonable, but the text evidently ignored the fact that humans, particularly teenagers, rarely seems reasonable. By the time my boss, who was also my taskmaster, known to be the strictest, most demanding, most quick to fire inexperienced teachers, came into the classroom to observe me, the students exhibited very little good behavior to praise. C. introduce the method of the experiment D. describe the process of the experiment
My boss sat in the back of the room. The boys in the class were making animal noises, hitting each other while the girls filed their nails or read magazines. I just pretended it all wasn‘t happening, and went on lecturing and tried to ask some inspiring questions. My boss, sitting in the back of the room, seemed to be growing bigger and bigger. After twenty minutes he left, silently. Visions of unemployment marched before my eyes.
I felt mildly victorious that I got through the rest of class without crying, but at my next free period I had to face him. I wondered if he would let me finish out the day. I walked to his office, took a deep breath, and opened the door.
He was sitting in his chair, and he looked at me long and hard. I said nothing. All I could think of was that I was not an English teacher; I had been lying to myself, pretending that everything was fine.
When he spoke, he said simply, without accusation, ―You had nothing to say to them.‖ ―You had nothing to say to them.‖ he repeated. ―No wonder they are bored. Why not get to the meat of literature and stop talking about symbolism. Talk with them, not at them. And more important, why do you ignore their bad behavior?‖ We talked. He named my problems and offered solutions. We role-played. He was the bad student, and I was the forceful, yet, warm, teacher.
As the year progressed, we spent many hours discussing literature and ideas about human beings and their motivations. He helped me identify my weaknesses and strengths. In short, he made a teacher of me by teaching me the reality of Emerson‘s words: ―The secret to education lies in respecting the pupil.‖
Fifteen years later I still drive that same winding road to the same school. Thanks to the help I received that difficult first year, the school is my home now.
55. It can be inferred from the story that in 1974 __________. A. the writer became an optimistic person B. the writer was very happy about her new job C. it was rather difficult to get a job in the USA D. it was easy to get a teaching job in New Jersey
56. According to the passage, which of the following is most probably the writer‘s problem as a new teacher?
A. She had blind trust in what she learnt at college. B. She didn‘t ask experienced teachers for advice. C. She took too much time off to eat and sleep. D. She didn‘t like teaching English literature.
57. What is the writer‘s biggest worry after her taskmaster‘s observation of her class? A. She might lose her teaching job. B. She might lose her students‘ respect. C. She couldn‘t teach the same class any more.
D. She couldn‘t ignore her students‘ bad behavior any more. 58. Which of the following gives the writer a sense of mild victory? A. Her talk about symbolism sounded convincing. B. Her students behaved a little better than usual.
C. She managed to finish the class without crying. D. She was invited for a talk by her boss after class.
59. The students behaved badly in the writer‘s classes because __________. A. they were eager to embarrass her. B. she didn‘t really understand them. C. they didn‘t regard her as a good teacher. D. she didn‘t have a good command of English.
60. The taskmaster‘s attitude towards the writer after his observation of her class can be described as
__________.
A. cruel but encouraging C. sincere and supportive
B. fierce but forgiving D. angry and aggressive
2014
第二部分：阅读理解（第一节20小题，第二节S 小题；每小题2 分，满分50分）
第一节：阅读下列材料，从每题所给的四个选项（A、B、C 和D ) 中，选出最佳选项，并在答题纸上将该 选项标号涂黑。
A
Wealth starts with a goal and saving a dollar at a time. Call it the piggy bank strategy (策略）. There are lessons in that time-honored coin-savings container.
Any huge task seems easier when reduced to baby steps. If you wished to
climb a 12,000-foot mountain, and could do it a day at a time, you would only have to climb 33 feet daily to reach the top in a year. If you want to take a really nice trip in 10 years for a special occasion, to collect the $ 15，000 cost, you have to save $ 3. 93 a day. If you drop that into a piggy bank and then once a year put $ 1 ,434 in a savings account at 1 % interest rate after-tax, you will have your trip money.
When I was a child, my parents gave me a piggy bank to teach me that, if I wanted something, I should save money to buy it. We associate piggy banks with children, but in many countries, the little containers are also popular with adults. Europeans see a piggy bank as a sign of good fortune and wealth. Around the world, many believe a gift of a piggy bank on New Year’s Day brings good luck and financial success. Ah, yes, but you have to put something in it.
Why is a pig used as a symbol of saving? Why not an elephant bank，which is bigger and holds more coins? In the Middle Ages, before modem banking and credit instruments, people saved money at home, a few coins at a time dropped into a jar or dish. Potters ( 制陶工) made these inexpensive containers from an orange-colored clay ( 黏土) called “pygg,” and folks saved coins in pygg jars. The Middle English word for pig was “pigge. ” While the Saxons pronounced pygg, referring to the clay, as “pug,” eventually the two words changed into the same pronunciation, sounding the “i” as in pig or piggy. As the word became less associated with the orange clay and more with the animal，a clever potter fashioned
a pygg jar in the shape of a pig, delighting children and adults. The piggy bank was born.
Originally you had to break the bank to get to the money, bringing in a sense of seriousness into savings. While piggy banks teach children the wisdom of saving, adults often need to relearn childhood lessons. Think about the things in life that require large amounts of money 一 college education, weddings, cars, medical care, starting a business，buying a home, and fun stuff like great trips. So when you have money, take off the top 10% , put it aside, save and invest wisely. 41. What is the piggy bank strategy? A. Paying 1% income tax at a time.
B. Setting a goal before making a travel plan. C. Aiming high even when doing small things.
D. Putting aside a little money regularly for future use.
42 Why did the writer’s parents give him a piggy bank as a gift?
A. To delight him with the latest fashion. B. To encourage him to climb mountains.
C. To help him form the habit of saving. D. To teach him English pronunciation. 43. What does the underlined word “something” ( Paragraph 3) most probably refer to?
A. Money. B. Gifts.
C. Financial success. Good luck.
44. The piggy bank originally was ______.
A. a potter’s instrument a cheap clay container C. an animal-shaped dish a pig-like toy for children 45. The last paragraph talks about ______.
A. the seriousness of educating children the enjoyment of taking a great trip C. the importance of managing money D. the difficulty of starling a business
B
Here is some must-know information from a handbook on how people behave in doing business in some countries. In Brazil
Brazilians are warm and friendly. They often stand close when talking and it is common for them to touch the
person on the shoulder. People often greet each other (particularly women) with light cheek kisses. Schedules tend to be flexible，with business meetings sometimes starting later than planned. But to be safe, be on time. Meals can stretch for hours 一 there’s no such thing as rushing a meal in Brazil. Lunches also can start in the mid to late afternoon. Brazilians are social，preferring face-to-face communication over emails or phone calls. In Singapore
Singaporeans shake hands when they meet and often also greet each other with a small，polite bow. Business cards should be offered and received with two hands. Arriving late is considered disrespectful. So be on time.Efficiency (效率）is the goal, so meetings and dealings often are fast-paced. Singaporeans are direct in