Section One
The city is an accumulation of human civilization. Just as the American social philosopher Lewis Mumford put it, it is a special system which, fine and compact, has been designed to preserve the fruits of human civilization. Many Western languages have developed their versions of the term “civilization” from the same Latin word “civitas”(meaning “city” ), and it is by no means a coincidence. The city has played a significant role in the perfection of order in human society.
Section Two
The emblem(会徽), showing the ima
ge of three people ― you, me, him/her holding hands together, symbolizes the big family of mankind. Inspired by the shape of the Chinese character “世” (meaning the world), the design conveys the organizers' wish to host an Expo which is of global scale and which shows the various urban cultures of the world.
Section Three
Created from the inspiration of Chinese character “人”, the design roots deeply in Chinese culture. It tells the world the eternal core (永恒的核心) and theme of Shanghai World Expo will be always human. The mascot “Haibao” will become the messenger for the theme of World Expo 2010 Shanghai China “Better City, Better Life”.
The basic structure of the Chinese character “人” in which each stroke supports each other also shows the concept that the beautiful life should depends on mutual-help（互相帮助）. If the human are willing to support one another, the harmony among human, nature, and society will be available. Such an urban life will be nice.
Haibao’s confident smile is expressing his sincere greeting from China ― “World Expo 2010 Shanghai China welcomes you!”
Section One mainly tells about ______.
| A．the part cities play in human civilization | B．the development of the  word “city” |
| C．why the Expo is held in Shanghai | D．where human civilization originated |
The underlined word “it” in Section One refers to ______.
| A．the civilization | B．the philosopher | C．the word | D．the city |
Which correctly matches the sections with the pictures they describe?
| Pictures |
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E
"Opinion" is a word that is used carelessly today. It is used to refer to matters of taste, belief, and judgment. This casual use would probably cause little confusion if people didn’t attach too much importance to opinion. Unfortunately, most do attach great importance to it. "I have as much right to my opinion as you to yours, '' and ''Everyone’s entitled(授予…权利) to his opinion, '' are common expressions. In fact, anyone who would challenge another's opinion is likely to be branded intolerant.
Is that label（标签）accurate? Is it intolerant to challenge another's opinion? It depends on what definition of opinion you have in mind. For example, you may ask a friend ''What do you think of the new Ford cars?" And he may reply, "In my opinion, they're ugly." In this case, it would not only be intolerant to challenge his statement, but foolish. For it's obvious that by opinion he means his personal preference, a matter of taste. And as the old saying goes, ''It's pointless to argue about matters of taste."
But consider this very different use of the term, A newspaper reports that the Supreme Court has delivered its opinion in a controversial case. Obviously the justices did not state their personal preferences, their mere likes and dislikes. They stated their considered judgment, painstakingly arrived at after thorough inquiry and careful consideration.
Most of what is referred to as opinion falls somewhere between these two extremes. It is not an expression of taste. Nor is it careful judgment. Yet it may contain elements of both. It is a view or belief more or less casually arrived at, with or without examining the evidence.
Is everyone entitled to his opinion? Of course, this is not only permitted, but guaranteed. We are free to act on our opinions only so long as, in doing so, we do not harm others.
72. Which of the following statements is TRUE, according to the author?
A. Everyone has a right to hold his own opinion.
B. Free expression of opinions often leads to confusion.
C. Most people tend to be careless in forming their opinions.
D. Casual use of the word "opinion" often brings about quarrels.
73. According to the author, who of the following would be labelled as intolerant?
A. Someone who turns a deaf ear to others' opinions.
B. Someone who can't put up with others' tastes.
C. Someone who values only their own opinions.
D. Someone whose opinion harms other people.
74. The new Ford cars are mentioned as an example to show that ________.
A. it is foolish to criticize a famous brand
B. one should not always agree to others' opinions
C. personal tastes are not something to be challenged
D. it is unwise to express one's likes and dislikes in public
75. Considered judgment is different from personal preference in that ________.
A. it is stated by judges in the court
B. it reflects public like and dislikes
C. it is a result of a lot of controversy (争论，争议)
D. it is based on careful thought
D
I entered high school having read hundreds of books. But I was not a good reader. Merely bookish, I lacked a point of view when I read. Rather, I read in order to get a point of view. I searched books for good expressions and sayings, pieces of information, ideas, themes—anything to enrich my thought and make me feel educated. When one of my teachers suggested to his sleepy tenth-grade English class that a person could not have a “complicated idea” until he had read at least two thousand books, I heard the words without recognizing either its irony (嘲讽) or its very complicated truth. I merely determined to make a list of all the books I had ever read. Strict with myself, I included only once a title I might have read several times. (How, after all, could one read a book more than once?) And I included only those books over a hundred pages in length. (Could anything shorter be a book?)
There was yet another high school list I made. One day I came across a newspaper article about an English professor at a nearby state college. The article had a list of the “hundred most important books of Western Civilization.” “More than anything else in my life,” the professor told the reporter with finality(firmly) , “these books have made me all that I am.” That was the kind of words I couldn’t ignore. I kept the list for the several months it took me to read all of the titles. Most books, of course, I hardly understood. While reading Plato's The Republic, for example, I needed to keep looking at the introduction of the book to remind myself what the text was about. However, with the special patience and superstition (迷信) of a schoolboy, I looked at every word of the text. And by the time I reached the last word, pleased, I persuaded myself that I had read The Republic, and seriously crossed Plato off my list
68. On hearing the teacher's suggestion of reading, the writer thought _______.
A. one must read as many books as possible
B. a student should not have a complicated idea
C. it was impossible for one to read two thousand books
D. students ought to make a list of the books they had read
69. While at high school, the writer _______.
A. had plans for reading B. learned to educate himself
C. only read books over 100 pages D. read only one book several times
70. The writer's purpose in mentioning The Republic is to _______.
A. explain why it was included in the list
B. describe why he seriously crossed it off the list
C. show that he read the books blindly though they were hard to understand
D. prove that he understood most of it because he had looked at every word
71 The writer provides two book lists to _______.
A. show how he developed his point of view
B. tell his reading experience at high school
C. introduce the two persons' reading methods
D. explain that he read many books at high school
C
Instead of hitting the beach, fourteen high school students traded swimming suits for lab coats last summer and turned their attention to scientific experiments.
The High School Research Program offers high school students guidance with researchers in Texas A&M’s College of Agriculture and Life Sciences. Jennifer Funkhouser, academic adviser for the Department of Rangeland Ecology and Management, directs this four-week summer program designed to increase understanding of research and its career potential(潜能)。
Several considerations go into selecting students, including grades, school involvement and interest in science and agriculture. And many students come from poorer school districts, Funkhouser says, “This is their chance to learn techniques and do experiments they never would have a chance to do in high school.”
Warner Ervin of Houston is interested in animal science and learned how to tell male from female mosquitoes(蚊子).His adviser, Craig Coates, studies the genes of mosquitoes that allow them to fight against malaria and yellow fever. Coates thought this experience would be fun and helpful to the high school students.
The agricultural research at A&M differs from stereotypes. It’s “molecular(分子)science on the cutting edge,” Funkhouser says. The program broadened students’ knowledge. Victor Garcia of Rio Grande City hopes to become a biology teacher and says he learned a lot about chemistry from the program.
At the end of the program, the students presented papers on their research. They’re also paid $600 for their work----another way this program differs from others, which often charge a fee.
Fourteen students got paid to learn that science is fun, that agriculture is a lot more than milking and plowing and that research can open many doors.
63.The research program is chiefly designed for .
A. high school advisers from Houston
B. college students majoring in agriculture
C. high school students from different places
D. researchers at the College of Agriculture and Life Sciences
64.It can be inferred from the text that the students in poorer areas .
A. had little chance to go to college
B. could often take part in the program
C. found the program useful to their future
D. showed much interest in their high school experiments
65.When the program was over, the students .
A. entered that college B. wrote research reports
C. paid for their research D. found way to make money
66.The underlined expression “on the cutting edge” in paragraph 5 means “on the most________
position”.
A. important B. favourable C. astonishing D. advanced
67.What would be the best title for the text?
A.A Program for Agricultural Science Students
B. A Program for Animal Science Students
C. A Program for Medical Science Lovers
D. A Program for Future Science Lovers
B
When a Swedish ship that sank in 1628 was recovered from the port of Stockholm, historians and scientists were overjoyed with the chance to examine the remains of the past. The ship construction showed how ships were built and operated during the seventeenth century. In this way, artifacts, objects made by human beings, provided a picture of daily life almost 400 years ago.
Underwater archaeology –the study of ships, aircraft and human settlements that have sunk under large bodies of water—is really a product of the last 50 years. The rapid growth of this new area of study has occurred because of the invention of better diving equipment. Besides the Swedish ship
wreck(残骸), underwater archaeologists have made more exciting discoveries such as the 5,000-year-old boats in the Mediterranean Sea.
Underwater archaeology can provide facts about the past. In ancient ports all over the world are ships sunken in the past 6,000 years. There are also sunken settlements in seas and lakes telling of people’s way of life and their systems of trade in ancient times. Underwater archaeologists want to study these objects to add to the world’s knowledge of history , but they have to fight two enemies. One enemy is treasure hunters who dive for ancient artifacts that they can sell to collectors. Once sold, these objects are lost to experts. The second enemy is dredging machines (挖掘机)often used to repair ports. These machines destroy wrecks and artifacts or bury them deeper under sand and mud. By teaching the public about the importance of underwater “museums” of the past, archaeologists are hoping to get support for laws to protect underwater treasures.
59．What purpose does Paragraph 1 serve in the passage?
A．To provide background information of the topic.
B．To attract readers’ attention to the topic.
C．To use an example to support the topic.
D．To offer basic knowledge of the topic.
60．The aim of underwater archaeology is to___________.
A．exploit water bodies
B．search for underwater life
C．study underwater artifacts
D．examine underwater environment
61．Underwater archaeologists are worried because___________.
A．sea hunters have better diving equipment
B．their knowledge of world history is limited
C．dredging machines cause damage to the ports
D．sold artifacts can hardly be regained for research
62．What is the main purpose of the passage?
A．to introduce a young branch of learning.
B．To discuss the scientists ’ problems.
C．To explain people’s way of life in the past.
D．To describe the sunken ships.
第三部分阅读理解（共20小题，每小题2分，满分40分）
阅读下列短文，从每题所给的四个选项A、B、C、D中，选出最佳选项，并在答题卡上将该项涂黑。
A
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