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Fifty years from now the world’s population will be declining, with no end in sight. Unless people’s values change greatly, several centuries from now there could be fewer people living in the entire world than live in the United States today. The big surprise of the past twenty years is that in not one country did fertility (生育能力) stop falling when it reached the replacement rate(出生率)—2.1 children per woman. In Italy, for example, the rate has fallen to 1.2. In Western Europe as a whole and in Japan it is down to 1.5. The evidence now indicates that within fifty years or so world population will peak at about eight billion before starting a fairly rapid decline.
Because in the past two centuries world population has increased from one billion to nearly six billion, many people still fear that it will keep “exploding” until there are too many people for the earth to support. But that is like fearing that your baby will grow to 1,000 pounds because its weight doubles three times in its first seven years. World population was growing by two percent a year in the 1960s; the rate is now down to one percent a year, and if the patterns of the past century don’t change completely, it will head into negative numbers. This view is coming to be widely accepted among population experts, even as the public continues to focus on the threat of uncontrolled population growth.
As long ago as September of 1974 Scientific American published a special issue on population that described what demographers (人口统计学家) had begun calling the “demographic transition” from traditional high rates of birth and death to the low ones of modern society. The experts believed that birth and death rates would be more or less equal in the future, as they had been in the past, keeping total population stable after a level of 10-12 billion people was reached during the transition.
56. Which of the following statement is NOT true according to the passage?
A. The world’s population in the future will be reducing endlessly.
B. When the earth population reaches 8 billion, it will see a rapid decrease.
C. In modern society the birth and death rates will be more or less equal in the future.
D. The public now pay little attention to the threat of uncontrolled population growth.
57. What’s reason for the sharp increase of world population in the past two centuries?
A. Because people fear that the world will explode.
B. Because the world’s replacement rate keeps falling.
C. Because people’s values has greatly changed.
D. The passage doesn't mention it.
58. The expression “demographic transition” (Paragraph 3) probably means _______.
A. high death rate to the low one
B. high birth rate to the low one
C. high rates of birth and death to the low ones
D. low rates of birth and death to the high ones
59. We can learn from the passage that _______.
A. in the near future there will be a rapid decline of the world population
B. the birth and death rates of modern society will be unequal in the future
C. there would be the same population living in the world than it in the US today
D. in Western Europe the replacement rate has declined to a negative number

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While watching the Olympics the other night, I came across an unbelievable sight. It was not a gold medal, or a world record broken, but a show of courage.
The event was swimming and started with only three men on the blocks. For one reason or another, two of them false started, so they were disqualified. That left only one to complete. It would have been difficult enough, not having anyone to race against, even though the time on the clock is important.
I watched the man dive off the block and knew right away that something was wrong. I’m not an expert swimmer, but I can tell a good dive from a poor one, and this was not exactly medal quality. When he resurfaced, it was evident that the man was not out for gold — his arms were waving in an attempt at freestyle. The crowd started to laugh. Clearly this man was not a medal competitor.
I listened to the crowd begin to laugh at this poor man who was clearly having a hard time. Finally he made his turn to start back. It was pitiful. He made a few desperate strokes and you could tell he was worn out.
But in those few awful strokes, the crowd had changed.
No longer were they laughing, but beginning to cheer. Some even began to stand and shout “Come on, you can do it!” and he did.
A clear minute past the average swimmer, this young man finally finished his race. The crowd went wild. You would have thought that he had won the gold, and should have. Even though he recorded one of the slowest times in Olympic history, this man gave more heart than any of the other competitors.
Just a short year ago, he had never even swum, let alone race. His country had been invited to the Olympics.
In a competition where athletes remove their silver medals feeling they have somehow been cheated out of gold, or when they act so proudly in front of their competitors, it is nice to watch an underdog.
From the passage we can learn that the young man _______.

A.made his turn to start back pitifully B.was skillful in freestyle in the game
C.swam faster than the average swimmer D.was not capable enough to win the medal

The crowd changed their attitudes because _______.

A.they felt sorry for the young man B.they wanted to show their sympathy
C.they were moved by the young man D.they meant to please the young man

According to the passage, “it is nice to watch an underdog” probably means _______.

A.it’s amusing to watch a man with awful swimming skills
B.it’s amazing to watch an ordinary man challenging himself
C.it’s cheerful for athletes to act proudly before their competitors
D.it’s brave enough for some athletes to remove the silver medals

What’s the best title for the passage?

A.Go for it! B.Try again! C.Compete for Gold! D.Break a Record!

Cities alarmed by deaths and injuries of pedestrians are taking efforts to make crosswalks safer for people on foot, especially seniors and children who need more time to cross streets.
A pedestrian is killed in a traffic accident in the USA every 110 minutes; one is injured every nine minutes, according to official data. Crosswalks can be especially dangerous for the elderly. Among people 70 and older, 36% of pedestrian deaths in 2006 occurred in crosswalks, compared with 21% of those younger than 70, according to the Insurance Institute for Highway Safety.
The Federal Highway Administration (FHWA) advises that next year States increase by nearly 15% the amount of time traffic lights provide for pedestrians to cross the street after the flashing orange hand appears.
FHWA spokesman Doug Hecox says reasons for the change include an aging population that needs more time to cross, health conscious Americans walking more, children encouraged to walk to prevent getting overweight and high gas prices pushing people to walk instead of drive.
Pedestrian deaths went down by 12% from 5, 449 in 1996 to 4,784 in 2006,.But among those in 2006,471 were killed in crosswalks, down slightly from 488 ten years earlier, the National Highway Traffic Safety Administration (NHTSA) says.
Which of the following is true according to the text?

A.Among 100 pedestrian deaths there were 21 people younger than 70.
B.Old people are more likely to meet with accidents in crosswalks.
C.Traffic accidents killed more old people than young people.
D.About seven traffic accidents happened per hour.

What is FHWA’s suggestion to States?

A.Fixing more traffic lights.
B.Providing more crosswalks.
C.Giving pedestrians more time to cross streets.
D.Increasing the time before the orange lights appear.

What’s the cause of the crosswalk safety problem according to the text?

A.There’re many cars and buses on the road. B.Pedestrians are careless.
C.Crosswalks are more crowded than before. D.Drivers don’t give way.

The report from NHTSA suggests that .

A.fewer people were injured in crosswalks
B.crosswalk safety has greatly improved
C.much has been done to reduce traffic accidents
D.pedestrian deaths in crosswalks remain a serious problem

Friend,
The recent success of children’s books has made the general public aware that there’s a huge market out there.
And there’s a growing need for new writers trained to create the $3 billion worth of children’s books bought each year …plus stories and articles needed by over 650 publishers of magazines for children and teenagers.
Who are these needed writers? They’re ordinary folks like you and me.
But am I good enough?
I was once where you might be now,My thoughts of writing had been pushed down by self-doubt, and I didn’t know where to turn for help.
Then, I accepted a free offer from the Institute to test my writing aptitude(潜能),and it turned out to be the inspiration I needed.
The promise that paid off
The Institute made the same promise to me that they will make to you, if you show basic writing ability:
You will complete at least one manuscript(手稿)suitable to hand in to a publisher by the time you finish our course.
I really didn’t expect any publication before I finished the course, but that happened. I sold three stories. And I soon discovered that was not unusual at the Institute.
Since graduation, I have authored 34 nationally published children’s books and over 300 stories and articles.
Free test and brochure
We offer a free aptitude test and will send you a copy of our brochure describing our recognized home-study courses on the basis of one-on-one training.
Realize you writing dream today. There’s nothing sadder than a dream delayed until it fades forever.
Sincerely,
Kristi
Kristi Holl, Instructor
Institute of Children’s Literature
From the first three paragraphs, we learn that .

A.children’s books are usually bestsellers
B.publishers are making $3 billion each year
C.magazines for teenagers have drawn public attention
D.there is a growing need for writers of children’s books

When finishing the course, you are promised to .

A.be a successful publisher B.become a confident editor
C.finish one work suitable for publication D.get one story or article published

Kristi Holl mentions her experience mainly to .

A.prove she is a good instructor B.promote the writing program
C.give advice on course preparation D.show she sold more stories than articles

Moral science is taught as a subject in most schools but with little effect. Perhaps part of the problem lies in the fact that morality is not a science, strictly speaking. It is too much of a social phenomenon, and also has too much of the personal and subjective things mixed within. Besides, morality itself changes with generations, so it is impossible to be printed in a normal textbook.
I remember sitting through forty minutes of moral lessons, which told stories about little children who never told lies and were rewarded for their goodness. It had little effect and left no impression on me, though.
If moral science has to be taught as a subject in schools, it needs a participatory approach. When you tell a child about moral, you also have to deal with social norms( 社会规范) and cultural differences. You have to explain that morality can be subjective, and be able to co-exist in society. You will probably have to refer to the morals at the present time.
The best way to tell a child how to live is to show him what is valued. If a child likes his friend, you have to make the child think about why. Once the child notices and recognizes goodness in others, he or she is likely to develop it as well.
In fact, children learn most of their morals by watching people around them. They absorb behaviour patterns from teachers and older students. They watch to see what is rewarded and who is punished. They learn on the sports field and through social work. Moral science lessons should simply consist of letting them live and interact, and watch you support correct values and reward good behaviour.
Which is NOT the reason that moral science is taught in schools with little effect?

A.Morality doesn’t belong to a science
B.Morality is more like a social phenomenon.
C.Different generations have different moral ideas.
D.Morality can’t be written down in textbooks.

The author describes his own experience of learning moral lessons in order to .

A.explain that telling lies is not moral for little children
B.advise that people should be rewarded for their goodness
C.prove that moral lessons in schools have little effect
D.show that he has no impression of moral science

When you tell a child about morals, you should .

A.teach him to share personal moral ideas with others
B.tell him about social norms and cultural differences
C.explain that nobody can influence his moral ideas
D.say that the morals at the present time will be changed

What is the last paragraph mainly about?

A.The best way of teaching children about morals.
B.The value of teachers setting a good example.
C.The influence of people’s behavior on morals.
D.The importance of rewarding good behavior.

As kids, my friends and I spent a lot of time out in the woods.“The woods” was our part-time address, destination, purpose, and excuse.If I went to a friends house and found him not at home, his mother might say, “Oh, he’s out in the woods, ” with a tone(语气) of airy acceptance.It is similar to the tone people sometimes use nowadays to tell me that someone I’m looking for is on the golf course or at the gym, or even “away from his desk.” For us ten-year-olds, “being out in the woods” was just an excuse to do whatever we feel like for a while.
We sometimes told ourselves that what we were doing in the woods was exploring(探索).Exploring was a more popular idea back then than it is today.History seemed to be mostly about explorers.Our explorations, though, seemed to have less system than the historic kind: something usually came up along the way.Say we stayed in the woods, throwing rocks, shooting frogs, picking blackberries, digging in what we were briefly persuaded was an Indian burial mound.
Often we got “lost” and had to climb a tree to find out where we were.If you read a story in which someone does that successfully, be skeptical: the topmost branches are usually too skinny to hold weight, and we could never climb high enough to see anything except other trees.There were four or five trees that we visited regularly—tall beeches, easy to climb and comfortable to sit in.
It was in a tree, too, that our days of fooling around in the woods came to an end.By then some of us had reached seventh grade and had begun the rough ride of adolescence(青春期).In March, the month when we usually took to the woods again after winter, two friends and I set out to go exploring.We climbed a tree, and all of a sudden it occurred to all three of us at the same time that we really were rather big to be up in a tree.Soon there would be the spring dances on Friday evenings in the high school cafeteria.
The author and his friends were often out in the woods to _______.

A.spend their free time B.play golf and other sports
C.avoid doing their schoolwork D.keep away from their parents

What can we infer from Paragraph 2 ?

A.The activities in the woods were well planned.
B.Human history is not the result of exploration.
C.Exploration should be a systematic activity.
D.The author explored in the woods aimlessly.

The underlined word “skeptical” in Paragraph 3 is closest in meaning to ______.

A.calm B.doubtful C.serious D.optimistic

How does the author feel about his childhood?

A.Happy but short. B.Lonely but memorable.
C.Boring and meaningless. D.Long and unforgettable.

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