2016届华师附中高三英语综合测试一

2016 届华南师大附中高三综合测试（一）

英语

本试卷分第I卷（选择题）和第II卷（非选择题）两部分。满分135分。考试用时120分钟。考试结束后，将答题卡和答卷交回。

注意事项：

1、第I卷前，考生务必将自己的姓名、准考证号填写在答题卡上。

2、选出每小题答案后，用铅笔把答题卡上对应题目的答案标号涂黑。如需改动，用橡皮擦干净后，再选涂其他答案标号。不能答在本试卷上，否则无效。

3、请按照题号在各题的答题区域(黑色线框)内作答，超出答题区域书写的答案无效。

4、保持卡面清洁，不折叠，不破损。

第I卷

第一部分阅读理解（共两节，满分40分）

第一节（共15小题；每小题2分，满分30分）

阅读下列短文，从每题所给的四个选项（A、B、C和D）中，选出最佳选项，并在答题卡上将该项涂黑。

A

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 p aper 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 foolis h idea that a college education’s main purpose is to satisfy our desires and secure success. Like most challenging things, education is a gamble 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.

1

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 appeals and the “quick fixes” , leaving the belief of an effortless life behind in order to desire a meaningful one.

1. 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 d egree was the key to the author’s dreams

2. 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．

3. 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

4. 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．

B

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

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