题目内容

As well as costing the Middle East dearly in terms of human life, conflict! (冲突) _______ the region around $ 12 trillion since 1991, according to a report by the Strategic Foresight Group.

A．is also cost

B．had also cost

C．will also cost

D．has also cost

 

【答案】

D

【解析】略

 

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完形填空

　　Throughout history man has had to accept the fact that all living things must die, but people now live longer than they used to．Yet, all 　　1　　 things still show the effect of aging, which will eventually 　　2　　 death．The body and the 　　3　　 they form do not function as well as they 　　4　　 in childhood and adolescence(青春期)．The body provides less 　　5　　 against disease and is more prone(易于……的)　　6　　 accident．

　　A number of related causes may 　　7　　 to aging．Some cells of the body have a 　　8　　 long life, but they are not 　　9　　 when they die．As a person ages, 　　10　　 of brain cells and muscle cells decreases．Other body cells did and are replaced by new cells．In an aging person the 　　11　　 cells may not be as viable(能生存的)or as capable 　　12　　 growth as those of a young person．

　　Another factor in aging may be changed within the cells 　　13　　．Some of the protein chemicals in cells 　　14　　 known to change 　　15　　 age and become less elastic．This is why the skin of old people wrinkles and hangs loose．This is also the reason old people shrink in 　　16　　．There may be other more important chemical changes in the cells．Some complex cell chemicals, 　　17　　 DNA and RNA, store and 　　18　　 information that the cells need．Aging may 　　19　　 this process and change the information carrying molecules 　　20　　 they do not transmit the information as well．

(1)
[　　]

A．

living

B．

natural

C．

lively

D．

lovely

(2)
[　　]

A．

result in

B．

result from

C．

end in

D．

conclude

(3)
[　　]

A．

hands

B．

brains

C．

organs

D．

legs

(4)
[　　]

A．

made

B．

did

C．

grew

D．

had

(5)
[　　]

A．

prevention

B．

protection

C．

strength

D．

vitamin

(6)
[　　]

A．

of

B．

to

C．

with

D．

at

(7)
[　　]

A．

contribute

B．

compare

C．

strength

D．

be drown

(8)
[　　]

A．

fairly

B．

little

C．

more

D．

less

(9)
[　　]

A．

repeated

B．

replied

C．

replaced

D．

rearranged

(10)
[　　]

A．

the amount

B．

any amount

C．

the number

D．

a number

(11)
[　　]

A．

remaining

B．

other

C．

old

D．

new

(12)
[　　]

A．

of

B．

to

C．

with

D．

for

(13)
[　　]

A．

themselves

B．

itself

C．

by themselves

D．

of themselves

(14)
[　　]

A．

is

B．

are

C．

was

D．

were

(15)
[　　]

A．

with

B．

within

C．

for

D．

on

(16)
[　　]

A．

height

B．

high

C．

heighten

D．

higher

(17)
[　　]

A．

as such

B．

as that

C．

as though

D．

such as

(18)
[　　]

A．

pass on

B．

pass by

C．

pass into

D．

pass off

(19)
[　　]

A．

cancel

B．

affect

C．

benefit

D．

damage

(20)
[　　]

A．

so that

B．

providing that

C．

in case

D．

if

Reading comprehension

　　The word conservation has a thrifty(节俭)meaning．To conserve is to save and protect, to leave what we ourselves enjoy in such good condition that others may also share the enjoyment．Our forefathers(祖先)had no idea that human population would increase faster than the supplies of raw materials; most of them, even until very recently, had the foolish idea that the treasures were“limitless”and “inexhaustible”．Most of the citizens of earlier generations knew little or nothing about the complicated, and delicate system that runs all through nature, and which means that, as in a living body, an unhealthy condition of one part will sooner or later be harmful to all the others．

　　Fifty years ago nature study was not part of the school work; scientific forestry was a new idea; timber was still cheap because it could be brought in any quantity from distant woodlands; soil destruction and river floods were not national problems; nobody had yet studied long- term climatic cycles in relation to proper land use; even the word“conservation”had nothing of the meaning that it has for us today．

　　For the sake of ourselves and those who will come after us, we must now set about repairing the mistakes of our forefathers．Conservation should, therefore, be made a part of everyone’s daily life．To know about the water table in the ground is just as important to us as a knowledge of the basic arithmetic formulas．We need to know why all watersheds need the protection of plant life and why the running current of streams and rivers must be made to benefit the soil fully before they finally escape to the sea．We need to be taught the duty of planting trees as well as of cutting them．We need to know the importance of big, mature trees, because living space for most of man's fellow creatures on this planet is figured not only in square measure of surface but also in cubic volume(立方)above the earth．In brief, it should be our goal to restore as much of the original beauty of nature as we can．

(1)

The author’s attitude towards the present situation in the use of natural resources is ________．

[　　]

A．

positive

B．

neutral

C．

suspicious

D．

critical

(2)

According to the author, the greatest mistake of our forefathers was that ________．

[　　]

A．

they had no idea about scientific forestry

B．

they had little or no sense of environmental protection

C．

they did not know the importance of nature study

D．

they had no idea of how to make good use of raw materials

(3)

With a view to correcting the mistakes of our forefathers, the author suggests that ________．

[　　]

A．

we plant more trees

B．

we be taught environmental science, as well as the science of plants

C．

environmental education be directed toward everyone

D．

we return to nature

(4)

What does the author imply by saying“living space is figured also in cubic volume above the earth”(paragraph 3)?

[　　]

A．

Our living space on the earth is getting smaller and smaller in volume．

B．

Our living space should be measured in cubic volume．

C．

We need to take some measures to protect space in volume．

D．

We must create better living conditions for both birds and animals．

Passage four(preface)

  Science is a dominant theme in our culture. Since it touches almost every facet of our life, educated people need at least some acquaintance with its structure and operation. They should also have an understanding of the subculture in which scientists live and the kinds of people they are. An understanding of general characteristics of science as well as specific scientific concepts is easier to attain if one knows something about the things that excite and frustrate the scientist.

  This book is written for the intelligent student or lay person whose acquaintance with science is superficial; for the person who has been presented with science as a musty storehouse of dried facts; for the person who sees the chief objective of science as the production of gadgets; and for the person who views the scientists as some sort of magician. The book can be used to supplement a course in any science, to accompany any course that attempts to give an understanding of the modern world, or – independently of any course – simply to provide a better understanding of science. We hope this book will lead readers to a broader perspective on scientific attitudes and a more realistic view of what science is, who scientists are, and what they do. It will give them an awareness and understanding of the relationship between science and our culture and an appreciation of the roles science may play in our culture. In addition, readers may learn to appreciate the relationship between scientific views and some of the values and philosophies that are pervasive in our culture.

  We have tried to present in this book an accurate and up-to-date picture of the scientific community and the people who populate it. That population has in recent years come to comprise more and more women. This increasing role of women in the scientific subculture is not an unique incident but, rather, part of the trend evident in all segments of society as more women enter traditionally male-dominated fields and make significant contributions. In discussing these changes and contribution, however, we are faced with a language that is implicitly sexist, one that uses male nouns or pronouns in referring to unspecified individuals. To offset this built-in bias, we have adopted the policy of using plural nouns and pronouns whenever possible and, when absolutely necessary, alternating he and she. This policy is far form being ideal, but it is at least an acknowledgment of the inadequacy of our language in treating half of the human race equally.

  We have also tried to make the book entertaining as well as informative. Our approach is usually informal. We feel, as do many other scientists, that we shouldn’t take ourselves too seriously. As the reader may observe, we see science as a delightful pastime rather than as a grim and dreary way to earn a living.

1.According to the passage, ‘scientific subculture’ means

A.cultural groups that are formed by scientists.

B.people whose knowledge of science is very limited.

C.the scientific community.

D.people who make good contribution to science.

2.We need to know something about the structure and operation of science because

A.it is not easy to understand the things that excite and frustrate scientists.

B.Science affects almost every aspect of our life.

C.Scientists live in a specific subculture.

D.It is easier to understand general characteristics of science.

3.The book mentioned in this passage is written for readers who

A.are intelligent college students and lay person who do not know much about science.

B.are good at producing various gadgets.

C.work in a storehouse of dried facts.

D.want to have a superficial understanding of science.

4.According to this passage,

A.English is a sexist language.

B.only in the scientific world is the role of women increasing rapidly.

C.women are making significant contributions to eliminating the inadequacy of our language.

D.male nouns or pronouns should not be used to refer to scientists.

5.This passage most probably is

A.a book review.

B.the preface of a book.

C.the postscript of a book.

D.the concluding part of a book.


Passage four(preface)
Science is a dominant theme in our culture. Since it touches almost every facet of our life, educated people need at least some acquaintance with its structure and operation. They should also have an understanding of the subculture in which scientists live and the kinds of people they are. An understanding of general characteristics of science as well as specific scientific concepts is easier to attain if one knows something about the things that excite and frustrate the scientist.
This book is written for the intelligent student or lay person whose acquaintance with science is superficial; for the person who has been presented with science as a musty storehouse of dried facts; for the person who sees the chief objective of science as the production of gadgets; and for the person who views the scientists as some sort of magician. The book can be used to supplement a course in any science, to accompany any course that attempts to give an understanding of the modern world, or – independently of any course – simply to provide a better understanding of science. We hope this book will lead readers to a broader perspective on scientific attitudes and a more realistic view of what science is, who scientists are, and what they do. It will give them an awareness and understanding of the relationship between science and our culture and an appreciation of the roles science may play in our culture. In addition, readers may learn to appreciate the relationship between scientific views and some of the values and philosophies that are pervasive in our culture.
We have tried to present in this book an accurate and up-to-date picture of the scientific community and the people who populate it. That population has in recent years come to comprise more and more women. This increasing role of women in the scientific subculture is not an unique incident but, rather, part of the trend evident in all segments of society as more women enter traditionally male-dominated fields and make significant contributions. In discussing these changes and contribution, however, we are faced with a language that is implicitly sexist, one that uses male nouns or pronouns in referring to unspecified individuals. To offset this built-in bias, we have adopted the policy of using plural nouns and pronouns whenever possible and, when absolutely necessary, alternating he and she. This policy is far form being ideal, but it is at least an acknowledgment of the inadequacy of our language in treating half of the human race equally.
We have also tried to make the book entertaining as well as informative. Our approach is usually informal. We feel, as do many other scientists, that we shouldn’t take ourselves too seriously. As the reader may observe, we see science as a delightful pastime rather than as a grim and dreary way to earn a living.
1.According to the passage, ‘scientific subculture’ means
A.cultural groups that are formed by scientists.
B.people whose knowledge of science is very limited.
C.the scientific community.
D.people who make good contribution to science.
2.We need to know something about the structure and operation of science because
A.it is not easy to understand the things that excite and frustrate scientists.
B.Science affects almost every aspect of our life.
C.Scientists live in a specific subculture.
D.It is easier to understand general characteristics of science.
3.The book mentioned in this passage is written for readers who
A.are intelligent college students and lay person who do not know much about science.
B.are good at producing various gadgets.
C.work in a storehouse of dried facts.
D.want to have a superficial understanding of science.
4.According to this passage,
A.English is a sexist language.
B.only in the scientific world is the role of women increasing rapidly.
C.women are making significant contributions to eliminating the inadequacy of our language.
D.male nouns or pronouns should not be used to refer to scientists.
5.This passage most probably is
A.a book review.
B.the preface of a book.
C.the postscript of a book.
D.the concluding part of a book.
阅读理解
     Barbara Morgan's lifelong dream has always been to travel into space.  On August 8,   2007,   her
wish came true.  The former teacher was one of seven crewmembers on the Space Shuttle Endeavour,   which flew into space from NASA's Kennedy Space Station in Florida.  
      Morgan taught at a primary school in Boise from 1975 to 1998 - with some time off for astronaut
training.  In 1985,   she was chosen as a backup for Christa McAuliffe,   who was to be the first teacher
in space.  On January 28,   1986,   the Space Shuttle Challenger exploded just 73 seconds after takeoff
killing McAuliffe and the other six crewmembers.  
      After the Challenger accident,   Morgan continued to teach.  In 1998,   she was asked to become
an astronaut.  Morgan's mission aboard Endeavour includes overseeing the move of 5,   000 pounds of
goods from the shuttle to the International Space Station and operating the shuttle's robotic arm.  
      Morgan gave students an unusual class after she was in space.  Morgan's outofthisworld class was
broadcast live on NASA television.  Her husband Clay Morgan said he couldn't help but smile as he
watched her talk to students.  "I'm just so proud of her and how she's going to do all this and do the
work of an astronaut as well as a teacher,   " he said.  "She just kept telling me how unbelievable it was
to be in space and I think it's much better than she expected. " One student asked Morgan how being a
teacher compared to being an astronaut.  "We explore,   we discover and we share,   " she said.  "The
great thing about being a teacher is you get to do that with students,   and the great thing about being an
astronaut is you get to do it in space.  These are both wonderful jobs. "
      The 25minute questionandanswer meeting also included the astronauts entertaining students by
swallowing floating juice bubbles and playing with PingPong balls.  

1. Which of the following would be the best title for the text?
A.  The First Female Astronaut
B. Space Shuttle Endeavour
C. An Unusual Class
D. Barbara Morgan's Lifelong Dream

2. The underlined word "backup" in the second paragraph most probably means "________".  
A. someone as a replacement
B. someone as a volunteer
C. someone as a teacher
D. someone as a supporter

3. What can we learn from what Barbara Morgan said to the student in Paragraph 4?
A. Getting to do with students is much greater.  
B. Being a teacher is as great as being an astronaut.  
C. An astronaut's life is more wonderful.  
D. Being a teacher is quite different from being an astronaut.  

4. Clay Morgan's attitude towards his wife's being an astronaut was that of ________.  
A. surprise  
B. pride
C. unconcern  
D. worry

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