(原创资料)《阅读理解特训3真2模含解析》2014届高三英语二轮突破4

-1-【原创】《阅读理解特训：3真2模含解析》2014届高三英语二轮突破4C2[2013·浙江卷]DIn1974,afterfillingoutfiftyapplications,goingthroughfourinterviews,andwinningoneoffer,ItookwhatIcouldget—ateachingjobatwhatIconsideredadistantwildarea:westernNewJersey.MycharacteristicoptimismwasaliveonlywhenIremindedmyselfthatIwouldbedoingwhatIhadwantedtodosinceIwasfourteen—teachingEnglish.Schoolstarted,butIfeltmoreandmoreasifIwereinaforeigncountry.WasthisruralareareallyNewJersey?Mystudentstookaweekoffwhenhuntingseasonbegan.IwastoldtheywerealsofrequentlyabsentinlateOctobertohelptheirfathersmakehayonthefarms.IwasayoungwomanfromNewYorkCity,whothoughtthat“Makehaywhilethesunshines”justmeanttohaveagoodtime.But,still,IwasteachingEnglish.Iworkedhard,takingtimeoffonlytoeatandsleep.Andthentherewasmysixth－gradeclass—seventeenboysandfivegirlswhowereonlysixyearsyoungerthanme.IhadaproblemlongbeforeIknewit.Iwasstrugglinginmyworkasayoungidealisticteacher.Iwantedtomakeliteraturecomealiveandtopromotealoveofthewrittenword.Thestudentswantedtothrowspitballsandwhisperdirtywordsinthebackoftheroom.IncollegeIhadbeentaughtthatasuccessfuleducatorshouldignorebadbehavior.SoIdid,confidentthat,asthetextbookhadsaid,thebadbehaviorwoulddisappearasIgavemystudentspositiveattention.Itsoundsreasonable,butthetextevidentlyignoredthefactthathumans,particularlyteenagers,rarelyseemreasonable.Bythetimemyboss,whowasalsomytaskmaster,knowntobethestrictest,mostdemanding,mostquicktofireinexperiencedteachers,cameintotheclassroomtoobserveme,thestudentsexhibitedverylittlegoodbehaviortopraise.Mybosssatinthebackoftheroom.Theboysintheclassweremakinganimalnoises,hittingeachotherwhilethegirlsfiledtheirnailsorreadmagazines.Ijustpretendeditallwasn'thappening,andwentonlecturingandtriedtoasksomeinspiringquestions.Myboss,sittinginthebackoftheroom,seemedtobegrowingbiggerandbigger.Aftertwentyminutesheleft,silently.Visionsofunemploymentmarchedbeforemyeyes.IfeltmildlyvictoriousthatIgotthroughtherestofclasswithoutcrying,butatmynextfreeperiodIhadtofacehim.Iwonderedifhewouldletmefinishouttheday.Iwalkedtohisoffice,tookadeepbreath,andopenedthedoor.Hewassittinginhischair,andhelookedatmelongandhard.Isaidnothing.AllIcouldthinkofwasthatI-2-wasnotanEnglishteacher;Ihadbeenlyingtomyself,pretendingthateverythingwasfine.Whenhespoke,hesaidsimply,withoutaccusation,“Youhadnothingtosaytothem.”“Youhadnothingtosaytothem，”herepeated.“Nowonderthey'rebored.Whynotgettothemeatoftheliteratureandstoptalkingaboutsymbolism.Talkwiththem,notatthem.Andmoreimportant,whydoyouignoretheirbadbehavior？”Wetalked.Henamedmyproblemsandofferedsolutions.Werole－played.Hewasthebadstudent,andIwastheforceful,yet,warm,teacher.Astheyearprogressed,wespentmanyhoursdiscussingliteratureandideasabouthumanbeingsandtheirmotivations.Hehelpedmeidentifymyweaknessesandmystrengths.Inshort,hemadeateacherofmebyteachingmetherealityofEmerson'swords:“Thesecrettoeducationliesinrespectingthepupil.”FifteenyearslaterIstilldrivethatsamewindingroadtothesameschool.ThankstothehelpIreceivedthatdifficultfirstyear,theschoolismyhomenow.55．Itcanbeinferredfromthestorythatin1974________.A.thewriterbecameanoptimisticpersonB.thewriterwasveryhappyabouthernewjobC.itwasratherdifficulttogetajobintheUSAD.itwaseasytogetateachingjobinNewJersey56．Accordingtothepassage,whichofthefollowingismostprobablythewriter'sproblemasanewteacher?A.Shehadblindtrustinwhatshelearntatcollege.B.Shedidn'taskexperiencedteachersforadvice.C.Shetooktoomuchtimeofftoeatandsleep.D.Shedidn'tliketeachingEnglishliterature.57．Whatisthewriter'sbiggestworryafterhertaskmaster'sobservationofherclass?A.Shemightloseherteachingjob.B.Shemightloseherstudents'respect.C.Shecouldn'tteachthesameclassanymore.D.Shecouldn'tignoreherstudents'badbehavioranymore.58．Whichofthefollowinggivesthewriterasenseofmildvictory?A.Hertalkaboutsymbolismsoundedconvincing.B.Herstudentsbehavedalittlebetterthanusual.C.Shemanagedtofinishtheclasswithoutcrying.D.Shewasinvitedforatalkbyherbossafterclass.-3-59．Thestudentsbehavedbadlyinthewriter'sclassesbecause________.A.theywereeagertoembarrassherB.shedidn'treallyunderstandthemC.theydidn'tregardherasagoodteacherD.shedidn'thaveagoodcommandofEnglish60．Thetaskmaster'sattitudetowardsthewriterafterhisobservationofherclasscanbebestdescribedas________．A.cruelbutencouragingB.fiercebutforgivingC.sincereandsupportiveD.angryandaggressive【要点综述】这是一篇感人的文章，作者历经千辛万苦获得了一份教师的工作，但由于初为人师，教条主义和理想化成了她教学的最大问题。有一天老板来听课，却看到作者对学生恶劣的行为置之不理，所以只听了二十分钟便离开了，作者感觉自己可能要失去教学的工作。她虽然没有在课堂上哭泣而坚持讲完了剩下的课，但毫无疑问，这仍然是一堂失败的课。终于，老板告诉她问题的症结所在——没有真正了解学生。55．C考查推理判断。从全文第一段提到的“In1974,afterfillingoutfiftyapplications，…”推知，在1974年要想在美国得到一份工作是非常艰难的事情，所以答案选C项。56．A考查推理判断。从文章第三段的“Iwasstrugglinginmyworkasayoungidealisticteacher.”和第四段中的“IncollegeIhadbeentaught…butthetextevidentlyignoredthefact…”推知，作为一位新老师，作者过于理想化和教条主义，所学知识和现实之间有很大的差异，这是作者的问题所在，由此可知A项为最佳答案。57．A考查推理判断。从文章第五段“Visionsofunemploymentmarchedbeforemyeyes.”可以推断出，当老板坐在课堂上听课，而我却对学生束手无策时，一种要丢掉工作饭碗的预感深深困扰着我，由此答案选A项。58．C考查细节理解。从第六段“IfeltmildlyvictoriousthatIgotthroughtherestofclasswithoutcrying…”可知，令作者还有些成就感的是她终于顺利地上完了课，而且也没有哭，答案选C项。59．