Surviving the boredom of a school day can be bad enough, but when you have to worry about school gangs as well it's enough to make any student want to stay at home and under the covers! Unfortunately, gang culture can be found in many British schools, and it brings with it negative, and dangerous, side effects. The presence of weapons at or near school, the appearance of graffiti on buildings and lockers, and pressure to blow off school work and exams all follow where the gangs lead. None of these things contribute to a good education, but for school gangs that's exactly the point - school is for being popular and having fun, not learning anything or preparing for the future. Keep these tips in mind and say goodbye to school gangs.
Know your own mind. Often it is those with low self-esteem and a poor self-image who become victims of school gangs. These students don't know their own mind or have a clear picture of what they would like to do in the future, so it is easy to be influenced by those who don't want to do any work today.
Keep yourself busy. School gangs often hang around at or near schools with no real reason. Students who have nothing scheduled can easily be sucked into these groups, but if you are busy, busy, busy and always on the move there will be less chance that you'll have the time to stay and "play".
Choose your friends wisely. With a core group of like-minded friends, it is much easier to stay away from school gangs because you simply don't need them. Remember that gangs are a source of power for members, but they can also be a source of intimidation.
Work hard and have fun. No one likes a teacher's pet, but school gangs in particular hate them. Work hard and have fun at school, but don't annoy anyone with extreme goody-two-shoes (伪君子）behaviour. School gangs can be a nightmare if you must deal with them constantly. Stay away from gang hangouts and gang members, and don't involve yourself in any gang related activities.For the school gangs, school is _____.
| A．where they are instructed to behave themselves |
| B．a good place to prepare for the future |
| C．where they win popularity and enjoy themselves |
| D．a place that contributes to a good education |
From the author's opinion, gangs lead to the following problems in schools Except _____ .
| A．The presence of weapons |
| B．the appearance of robbery |
| C．pressure to blow off school work and exam |
| D．students' scare |
What can be inferred from the passage?
| A．Those who focus on study are more likely to stay away from school gangs. |
| B．Whoever knows what he will do in the future can be influenced by school gangs. |
| C．Having a lot to do, you have no chance of getting in touch with school gangs. |
| D．Without good friends, you are sure to end up with school gangs. |
In writing this passage, the author mainly intends to _____ .
| A．tell us how gangs influence our education |
| B．show his sympathy to the students hurt by gangs |
| C．arouse the concern about the safety of students |
| D．give suggestions on dealing with gangs problems |
B
I always felt sorry for the people in wheelchairs. Some people, old and weak, can not get around by themselves. Others seem perfectly healthy, dressed in business suits. But whenever I saw someone in a wheelchair, I only saw a disability, not a person.
Then I fainted (晕倒) at Euro Disney due to low blood pressure. This was the first time I had ever fainted, and my parents said that I must rest for a while after First Aid, I agreed to take it easy but, as I stepped towards the door, I saw my dad pushing a wheelchair in my direction. Feeling color burn my cheeks, I asked him to wheel that thing right back to where he found it.
I could not believe this was happening to me. Wheelchairs were fine for other people but not for me, as my father wheeled me out into the main street, people immediately began to treat me differently.
Little kids ran in front of me, forcing my father to stop the wheelchair suddenly. Bitterness set in as I was thrown back and, forth. "Stupid kids… they have perfectly good legs. Why can't they watch where they are going?" I thought. People stared down at me, with pity in their eyes. Then they would look away, maybe be
cause they thought the sooner they forgot me the better.
"I'm just like you!" I wanted to scream. "The only difference is you've got legs. and I have wheels. "
People in wheelchairs are not stupid. They see every look and hear each word. Looking out at the faces, I finally understood; I was once just like them. I treated people in wheelchairs exactly the way they did not want to be 
treated. I realized it is some of us with two healthy legs who are truly disabled.
61. The author once______when she was healthy.
A. showed respect to disabled people
B. looked down upon disabled people
C. imagined herself sitting in a wheelchair
D. saw some healthy
people moving around in wheelchair
62. Facing the wheelchair for the first time, the author .
A. felt curious about it
B. got ready to move around in it right away
C. refused to accept it right away
D. thought it was ready for her father
63.The experience of the author tells us that "______".
A. life is the best teacher
B. people often eat their bitter fruit
C. life is so changeable that nobody can foretell
D. one never does to others what he would not like others do to him
64.Which is the best title for this passage?
A. How to Get Used to Wheelchairs
B. Wheelchairs Are as Good as Two Legs
C. People with Two Legs Are Truly Health
D. The Difference between Healthy People and the Disabled
65.How did the author feel when the little kids forced her father to stop the wheelchair suddenly?
A. Stupid. B. Calm. C. Excited. D. Bitter.
第三部分阅读理解（共20小题；每小题2分，满分40分）
A
Forests have always been useful and important to man who make use of them in many ways. Every day trees are serving man everywhere. Trees supply man with fruits and building materials in the form of wood, without trees it would be impossible to build houses, boats, bridges and so on. Furniture such as desks, chairs and beds is made of wood, trees can stop man from terrible heat. They're also useful in preventing good and rich top soil from being washed away during heavy rains.
If there were no trees, heavy rains would wash away the rich surface soil that is so important to plants. The result is that the land will become a desert. There are plenty of desert areas in the world. A long time ago these desert areas used to be very rich areas, but man in the past had no enough knowledge about science of nature, they cut down too many trees in the area where they lived and never planted new ones. By and by the rich surface soil was blown and washed away by strong winds and heavy rains. In the end the rich land changed into useless deserts where nothing could grow.
56 . According to the passage,__________.
A. a long time ago, man didn't know how to make use of wood
B. trees are not as useful as they were in the past
C. trees were more found in the past than they are today
D. people have always found trees useful
57. "Top soil" means____________and is .
A. useless soil; of no use for plants
B. soil on the surface of the earth; good for plants
C. soil found under the earth; found under the roots of trees
D. dry soil in the desert areas; bad for plants
58. Some deserts were once__________.
A. very good landsB. covered by ice C. very coldD. dry and useless
59. If there were no trees,______________.
A. the land would become better B. heavy rains would be very clean
C. the rich soil couldn't be kept D. there wouldn't any plants
60. From the passage, we know that man must__________.
A. do 
nothing to keep the balance of nature
B. take his best to keep the balance of nature
C. try his best to keep the balance of nature
D. do his best to stop the balance of nature
Quickly, the picture comes alive with hyperlinks (超链接), offering the names of the buildings, towers and street features that appear in the photo. The hyperlinks lead to information about the history, services and context of all the features in the photo. You have just hyperlinked your reality.
That might be a little unbelievable, but the technology exists and is no fevered imagination. This is not a cool small machine invented for the next James Bond movie; this is a working technology just developed by European researchers. It could be coming to a phone near you, and soon.
This, as the marketing types say, is a game changer. It develops a completely new interface (界面) that combines web-technology with the real world. It is big and fresh, but it goes much further and has much greater influence.
The development of the system is most outstanding because image recognition technology has long been pregnant with promise, but seemed to suffer from an unending labour.
Now MOBVIS has not only developed image recognition; it has also developed more applications for the technology; and it has adapted it to the world’s most popular technology: the mobile phone.
The MOBVIS system completely rewrites the rules for exploration and interaction with your physical environment. The system begins with panoramas (一连串景象). These panoramas form the basis of a city database. It can match buildings, towers, banners and even logos that appear in the panoramas.
A user simply takes a picture of the street feature, MOBVIS compares the user’s photograph to the panoramas and then identifies the buildings from the picture you take and the relevant links are returned.
Then you simply click on the links, using a touch-screen phone, and the MOBVIS system will provide information on the history, art, architecture or even the menu, if it is a restaurant, of the building in question.
67. Which is introduced in the passage?
A. A new game software. B. A popular mobile phone.
C. A cool small machine. D. An image recognition system.
68. What can we learn about the new technology?
A. It can only be put into use on mobile phones.
B. It is a little unbelievable and just a fevered imagination.
C. It has taken an unending labor to bring the technology into our lives.
D. It will encourage the users to take more pictures of the street features.
69. What is the right order of the operation of MOBVIS?
a. A city database forms in the system.
b. MOBVIS recognizes the picture and links are returned.
c. A user touches the links on the phone screen.
d. A user takes a picture of the street feature.
e. MOBVIS provides information in question.
A. a; e; c; d; b; B. a; d; b; c; e C. d; c; e; a; b D. c; a; e; b; d
70. From the passage, we can infer that _______.
A. MOBVIS has already been widely used all over the world
B. the writer is trying to promote the sales of the MOBVIS system
C. this new technology will soon be very popular in our lives
D. the sales of mobile phones will decrease as MOBVIS comes on market
Two Earthquakes in Two Months:
Comparing the Quakes in Haiti (海地) and Chile (智利)
Overview (概要) How do the earthquakes in Chile and Haiti compare? Here, students perform a gallery walk to learn more about the earthquakes from a specific point, and then do a specific research and presentation project or response activity. Finally, they seek answers to their unanswered questions.
Materials Print copies of photographs, charts, documents and other visuals to display, as described below; computer (s) with Internet access (optional), research materials, handouts.
Warm-up Choose and prepare a “gallery” of photographs, graphics, news reports and other materials to display around the room to enable students to consider the 2010 earthquake in Chile.
Depending on course program, choose materials for the gallery that provide a window on the two quakes, through one of the following specific points, or the focus of your choice:
Earthquakes through History Putting the 2010 Chilean and Haitian quakes into historical view related to other earthquakes, including the 1960 Chilean quake and the 2004 Asian earthquake and tsunami.
Rescue and Aid Considering domestic and international response to the disasters by militaries, governments and aid organizations, including rescue and recovery as well as efforts to provide food, water, health care and shelter to those affected.
Related The article Underwater Plate Cuts 400 Mile Gash compares several earthquakes:
Mr. Lin figured that the quake on Saturday was 250 to 350 times more powerful than the Haitian quake.
But Paul Caruso noted that at least on land, the effects of the Chilean tremor (震动) might not be as bad. For one thing, he said, the quality of building construction is generally better in Chile than in Haiti. And the fact that the quake occurred offshore should also help limit the destruction. In Haiti, the rupture (断裂) occurred only a few miles from the capital, Port-au-Prince. The rupture on Saturday was centered about 60 miles from the nearest town, Chillan, and 70 miles from the country’s second-largest city, Concepción.
Read the article using the following questions.
Questions For discussion with others and reading comprehension:
How does the 2010 Chilean earthquake compare to the 1960 Chilean earthquake?
Why do scientists believe that the 2010 Chilean earthquake will not cause the same level of damage as January’s Haitian earthquake did?
How does the 2010 Chilean earthquake compare to the 2004 Indonesian earthquake?
What reasons do scientists give to explain why the Indonesian quake caused so much more damage than the recent Chilean earthquake?
64. Which of the following shows one of the reasons for slighter losses in Chile than in Haiti?
A. Position:
B. Power:
65. We can infer that the article Underwater Plate Cuts 400 Mile Gash includes ________.
A. the causes of the 2010 Chilean earthquake and the 1960 Chilean earthquake
B. the comparison between the 2010 Haitian and the 2004 Indonesian earthquakes
C. the reason for the 2010 Chilean quake being more powerful than January’s Haitian earthquake
D. the reason for less damage in the 2010 Chilean quake than in the 2004 Indonesian earthquake
66. What is the passage most likely to be?
A. A program for research. B. A guide to earthquake study.
C. An advertisement for students. D. An introduction to quakes.
Saving the Planet with Earth-Friendly Bamboo Products
Jackie Heinricher’s love affair with bamboo started in her backyard. “As a child, I remember playing among the golden bamboo my dad had planted, and when there was a slight wind, the bamboos sounded really musical.”
A fisheries biologist, Heinricher, 47, planned to work in the salmon industry in Seattle, where she lived with her husband, Guy Thornburgh, but she found it too competitive. Then her garden gave her the idea for a business: She’d planted 20 bamboo forests on their seven-acre farm.
Heinricher started Boo-Shoot Gardens in 1998. She realized early on what is just now beginning to be known to the rest of the world. It can be used to make fishing poles, skateboards, buildings, furniture, floors, and even clothing. An added bonus: Bamboo absorbs four times as much carbon dioxide as a group of hardwood trees and releases 35 percent more oxygen.
First she had to find a way to mass-produce the plants—a tough task, since bamboo flowers create seed only once every 50 to 100 years. And dividing a bamboo plant frequently kills it.
Heinricher appealed to Randy Burr, a tissue culture expert, to help her. “People kept telling us we’d never figure it out,” says Heinricher. “Others had worked on it for 27 years! I believed in what we were doing, though, so I just kept going.”
She was right to feel a sense of urgency. Bamboo forests are being rapidly used up, and a United Nations report showed that even though bamboo is highly renewable, as many as half of the world’s species are threatened with dying out. Heinricher knew that bamboo could make a significant impact on carbon emissions (排放) and world economies, but only if huge numbers could be produced. And that’s just what she and Burr figured out after nine years of experiments—a way to grow millions of plants. By placing cuttings in test tubes with salts, vitamins, plant hormones, and seaweed gel, they got the plants to grow and then raised them in soil in greenhouses.
Not long after it, Burr’s lab hit financial difficulties. Heinricher had no experience running a tissue culture operation, but she wasn’t prepared to quit. So she bought the lab.
Today Heinricher heads up a profitable multimillion-dollar company, working on species from all over the world and selling them to wholesalers. “If you want to farm bamboo, it’s hard to do without the young plants, and that’s what we have,” she says proudly.
56. What was the main problem with planting bamboo widely?
A. They didn’t have enough young bamboo.
B. They were short of money and experience.
C. They didn’t have a big enough farm to do it.
D. They were not understood by other people.
57. What does Heinricher think of bamboo?
A. Renewable and acceptable B. Productive and flexible.
C. Useful and earth-friendly. D. Strong and profitable.
58. The underlined word “renewable” in Paragraph 6 probably means “________”.
A. able to be replaced naturally B. able to be raised difficultly
C. able to be shaped easily D. able to be recycled conveniently
59. What do you learn from the passage?
A. Heinricher’s love for bamboo led to her experiments in the lab.
B. Heinricher’s determination helped her to succeed in her work.
C. Heinricher struggled to prevent bamboo from disappearing.
D. Heinricher finally succeeded in realizing her childhood dream.