推荐学习K12高考英语二轮复习 教育类阅读理解选练(6)

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2016湖北枣阳市高考英语二轮教育类阅读理解选练（6）

2016高考英语阅读理解——教育类

For high school leavers starting out in the working world, it is very important to learn particular skills and practice how to behave in an interview or how to find an internship (实习). In some countries, schools have programs to help students onto the path to work. In the United States, however, such programs are still few and far behind.

Research shows that if high schools provide career-related courses, students are likely to get higher earnings in later years. The students are more likely to stay in school, graduate and go on to higher education.

In Germany, students as young as 13 and 14 are expected to do internships. German companies work with schools to make sure that young people get the education they need for future employment.

But in America, education reform programs focus on how well students do in exams instead of bringing them into contact with the working world. Harvard Education school professor Robert Schwartz has criticized education reformers for trying to place all graduates directly on the four-year college track. Schwartz argued that this approach leaves the country’s most vulnerable(易受影响的)kids with no jobs and no skills. Schwartz believed that the best career programs encourage kids to go for higher education while also teach them valuable practical skills at high school. James Madison High School in New York, for example ,encourages students to choose classes on career-based courses. The school then helps them gain on-the-job experience in those fields while they’re still at high school.

However, even for teens whose schools encourage them to connect with work, the job market is daunting. In the US, unemployment rates for 16-to-19-year-olds are above 20 percent for the third summer in a row.

“The risk is that if teenagers miss out on the summer job experience, they will become part of this generation of teens who had trouble in landing a job,” said Michael, a researcher in the US.

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【小题1】In the author’s opinion, German high school leavers ______. A．enjoy more career-related courses than that of US B．need more career advice from their schools C．perform better in exams than American students D．are less brought into contact with the working world

【小题2】According to Robert Schwartz, high school students should _________. A．directly carry on higher education B．get contact with the working world C．focus on their performance in exams D．not miss out on the summer job experience

【小题3】The underlined word “daunting” in Paragraph 6 most probably mean “______”. A．incredible C．impressive

B．motivating D．discouraging

【小题4】What’s the main idea of the text?

A．Remarks on recent US high school education reform B．Tips on finding jobs for high school leavers in US. C．The lack of career-based education in US high schools. D．The severe situation of unemployment in US.

2016高考英语阅读理解——教育类

Determined to make school more related to the workplace, Roosevelt High School in Portland, Oregon, developed a school-to-work program. In their first year, students

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are offered some job pathways in natural resources, human services, health care, business, arts and communication. The following year, each student chooses one of the pathways and examines it in depth, spending three hours a week watching someone on the job. Such a program is also in practice in some other states.

The school-to-work program is built around a partnership. For example, Eastman Kodak, a major employer in Colorado, introduces students to business by helping them construct a model city using small pieces of wood. “The children use the models to decide on the best place to set up schools,” says Lucille Mantelli, director for Eastman Kodak in Colorado. Kodak introduces math by teaching fifth graders to use their pocket money properly. They also provide one-on-one job watching experiences and offer chances of practice for high school juniors and seniors. “Students come to the workplace two or three hours a week,” explains Mantelli. “They do the job for us. We pay them and they get school credits (学分). We also give them our views on their performance and developmental opportunities.”

In these partnerships, everybody wins. The students tend to take more difficult courses than students in schools that don’t offer such programs. Business benefits by having a better prepared workforce needed in future years. “It’s a way for us to work with the school systems to develop the type of workforce we’ll need in future years,” Mantelli continued. “We need employees who understand the basics of reading and writing. We need them to be good at math and to be comfortable working on a team.” “Our theory is that they can learn as much outside the classroom as in. All students have the ability to change the world, not just to live in it. To do that, they have to know how to solve problems and use critical thinking skills. We need to encourage them to dream about jobs that go beyond what they see today,” concludes a school-to-work program organizer.

【小题1】Using the example of Eastman Kodak in Colorado, the writer shows us ____. A．what role the business plays in the program B．why the students get paid for their jobs C．where the students have their math class D．what the school decides to do 推荐学习K12资料

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【小题2】The main purpose of the school-to-work program is to _____. A．make what students learn in school related to the workplace B．introduce new job opportunities to schools C．improve relations between students and teachers D．offer students more difficult courses

【小题3】According to the text, Lucille Mantelli is ____. A．a math teacher B．a company manager C．a school designer D．a program organizer

阅读下列短文，从每题所给的A.B.C和D项中，选出最佳选项，并在答题卡上将该项涂黑。 My newly-rented small apartment was far away from the centre of London and it was becoming essential for me to find a job, so finally I spent a whole morning getting to town and putting my name down to be considered by London Transport for a job on the underground. They were looking for guards, not drivers. This suited me. I couldn’t drive a car but thought that I could probably guard a train, and perhaps continue to write my poems between stations. The writers Keats and Chekhov had been doctors. T.S. Eliot had worked in a bank and Wallace Stevens for an insurance company. I’d be a subway guard. I could see myself being cheerful, useful, a good man in a crisis（艰难危险时期）. Obviously I’d be overqualified but I was willing to forget about that in return for a steady income and travel privileges — those being particularly welcome to someone living a long way from the city centre.

The next day I sat down, with almost a hundred other candidates, for the intelligence 推荐学习K12资料

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test. I must have done all right because after about half an hour’s wait I was sent into another room for a psychological test. This time there were only about fifty candidates. The interviewer sat at a desk. Candidates were signaled forward to occupy the seat opposite him when the previous occupant had been dismissed, after a greater or shorter time. Obviously the long interviews were the more successful ones. Some of the interviews were as short as five minutes. Mine was the only one that lasted a minute and a half.

I can remember the questions now: “Why did you leave your last job?” “Why did you leave your job before that?” “And the one before that?” I can’t recall my answers, except that they were short at first and grew progressively shorter. His closing statement, I thought, revealed a lack of sensitivity which helped to explain why as a psychologist, he had risen no higher than the underground railway. “You’ve failed the psychological test and we are unable to offer you a position.”

Failing to get that job was my low point. Or so I thought, believing that the work was easy. Actually, such jobs — being a postman is another one I still desire — demand exactly the sort of elementary yet responsible awareness that the habitual dreamer is least qualified to give. But I was still far short of full self-understanding. I was also short of cash.

1．The writer applied for the job chiefly because _________. A．he wanted to work in the centre of London B．he could no longer afford to live without one C．he was not interested in any other available job D．he had received some suitable training

2．The writer thought he was overqualified for the job because _________. A．he often traveled underground

B．he had written many poems

C．he could deal with difficult situations D．he had worked in a company 3．The length of his interview meant that _________.

A．he was not going to be offered the job B．he had not done well in the intelligence test

C．he did not like the interviewer at all D．he had little work experience to 推荐学习K12资料

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