高三英语二轮复习专题突破精品训练阅读理解13.doc

2014届高三英语二轮复习专题突破精品训练：阅读理解a friday, dec. 5, 2008college students who think all-night study sessions will help them remember facts might want to get some sleep instead. thats the message from a new study that finds that as you sleep, the mind consolidates the things you learn during the day. study participants who learned how to play a video game in the morning or evening did a better job the next day after a nights rest, apparently because their brains were actively absorbing what theyd learned as they slept. the finding shows that sleep is not just a passive state when no information is coming in, said howard nusbaum, a professor of psychology at the university of chicago. for the study, the researchers recruited 200 college students. most of them werent very familiar with playing video games. some of the participants learned how to play the games in the morning, while others learned in the evening. the researchers then tested the subjects on the video games 12 hours later and 24 hours later. those who took part in the morning training sessions showed an average eight-percentage-point improvement in their performance immediately after training. they performed more poorlyscoring four percentage points better12 hours later. but they scored 10 percentage points better the next morning. if we train you in the morning and come back at the end of the day, you forget some of what you learned, nusbaum said. but if you sleep after that, it restores some of what you learned. the students who took part in the evening training sessions performed better the next morning after sleeping, than they did after being trained. the role that dreams play in the learning processif anyisnt clear. but some dreams could serve as a kind of practice for the brain, nusbaum said. if you play a video game a lot, and youre playing in your dreams, maybe that could help you learn.jerry siegel, professor at the center for sleep research at the university of calfornia, los angeles, said going without sleep hurts performance, but hes not convinced that sleep itself actively contributes to learning. if you take a break for a few hours, it can easily be shown that learning did occur, because performance is better at the start of a new learning session than it was at the end of the initial session, he said. no sleep needs to occur for this to happen. still, siegel suggested that sleep before learning a skill is crucial. for long-term retention, it is more important to be well rested and therefore attentive when you are doing the learning than afterwards, he said. it is even better if you dont have to choose and get your natural amounts of sleep every day. 49what does the underlined word want (in paragraph 1) mean? a. lackb. wish c. desired. need 50what is mainly talked about in this text? a. the effect of video games on learning.b. the relation between sleep and learning.c. the role of dreams in the learning processd. the difference between morning and evening trainings. 51what would be the best title for the text? a. sleep strengthens learning.b. dreams clearly help learning.c. a break before learning is better. d. video games improve performance. 52which of the following statements is true according to the passage? a. training in the morning showed better results at once.b. learning wont occur during sleeping without dreams.c. sleeping well helps to absorb what one learnedd. studying all night helps to remember more facts.ban analysis of studies in 40 countries around the globe proves a long-standing assumption that the more a person knows about science, the more he or she tends to support scientific efforts.in fact, studies that have tested the link between a persons level of scientific knowledge and attitudes towards the field have generated mixed results. its been a very hard question, says sociologist nick allum of the university of surrey in guildford, uk.to resolve the issue, allum and his colleagues pulled together the results of nearly 200 surveys carried out between 1998 and 2003 in countries from australia to bulgaria. these studies assessed, for example, whether participants knew certain scientific facts and whether they supported developments in genetically modified food or nanotechnology. to some extent, the results prove the belief widely held by science supporters: the more people know about science, the more favourably they tend to view it, in spite of other factors such as age, nationality and level of education. allum presented his results at the meeting of the american association for the advancement of science in washington dc last week.but now this question is cleared up, researchers must begin to deal with more pressing questions, allum says. the argument should move on.his finding cannot, for example, show whether better science education will increase general support for the field. this is because researchers have yet to figure out whether people who learn more about science then tend to like it or, on the contrary, whether people who already like and support science are simply tend to learn further facts.and a persons level of scientific knowledge actually goes a very tiny way towards explaining their attitudes towards science. allum believes that there are probably far more important factors, such as their moral values, religious beliefs and political leaning. and peoples trust in science may be influenced by how tightly regulated they believe the process to be in their country. this might explain, in part, why those living in different countries tend to hold different attitudes: europeans tend to be more doubtful of genetically modified crops than those in the united states, for example. finally, science lovers hope to strengthen support for the field, but it looks as if simple science education will not be enough. as allum says: its all horribly complicated.53.in allums opinion, _ will have little influence on a persons attitude towards science.a. scientific knowledgeb. moral valuesc. religious beliefsd. political leaning54.from the passage we can infer that _. a. the surveys were carried out in a few countriesb. europeans love science more than americans c. allum kept his research results a secretd. nick allum is not a natural scientist55.the underlined word those refers to _. a. science loversb. different attitudes c. peoplein generald. genetically modified crops56.what is mainly talked about in this passage? a. special beliefs of the sociologist nick allum.b. link between knowledge and love of science.c. ways in which people love science.d. the function of science education. 49-52 dbac 53-56 adcb the new studies show that fewer than half of the 9th graders in many of the nations largest cities, can ever graduate. the studies clearly show that the dropout rate isnt dropping. and, in particular, the dropout rate isnt 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 thechildrenrecognized 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 servanteducation not needed. now, the most common jobs are office and sales staffeducation 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 wont continue to drop. c. some parents will be more convinced of their childrens 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 dont need childrens high school diploma c. working in a store doesnt require a high school diploma d. most schools are ready to help students recognize the importance of study55. if students play the “replace me” game, the result would be “_”.a. they will know that they can always do without a diplomab. more of them will drop out early to go to workc. they will discover that lack of education is a disadvantage in choosing jobsd. they will become better at using computers to hunt for a jobbhans 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 flowers 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 hed 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. “theres no good in going to see hans while the snow lasts.” the miller said to his wife, “when people are in trouble they shouldnt be bothered. so ill wait till the spring comes when hes happy to give me flowers.” “youre certainly very thoughtful,” answered his wife, “its quite a treat to hear you talk about friendship.” “couldnt we ask hans up here?” said their son. “ill give him half my meal, and show him my white rabbits.” “how silly you are!” cried the miller. “i really dont know whats 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 anybodys nature. i am his best friend, and ill always watch over him, and see that hes 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 shouldnt 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. im afraid you dont 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. “ill give you many good things. i think being generous is the base of friendship.” said the miller. “and now, as ill give you many good things, im sure youd like to give me some flowers in return. heres 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 millers 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?” “im sorry, but i am really very busy today.” “well,” said the miller, “considering that im going to give you my things, its rather unfriendly of you to refuse. upon my word, you mustnt 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 im going for the doctor. but he lives so far away, and its such a bad windy night. it has just occurred to me t