全国高考宁夏区试题答案(理综)
- 格式：doc
- 大小：80.50 KB
- 文档页数：7
云南大学滇池学院2011至2012学年下学期2010级
《大学英语(四)》期末考试（闭卷）试卷Ａ卷
满分：100分 考试时间：120分钟 任课教师:__________
年级：＿＿＿＿专业：＿＿＿＿＿学号：＿＿＿＿姓名：＿＿＿＿
[答案一律做在答题纸对应的题号上。]
（注： 听力理解题的录音将在考试结束前30分钟播放）
I. Reading Comprehension (30 points)
Section One: Fast Reading (10 points)
Directions: In this section, there is one passage followed by ten TRUE or FALSE questions. You must read
the passage quickly and decide whether the following statements are true or false. If it is true,
mark A on the Answer Sheet (1) correspondingly. If false, mark B on the Answer Sheet (1)
correspondingly with a single line through the center. (答案做在答题纸(1)对应的题号上。如果 statements是TRUE, 划 A; 如果 statements是FALSE, 划 B。)
Cloning is a radical challenge to the most fundamental laws of biology; so many people
are concerned that it might be a preface to activities that will threaten human society and
dignity.
Conservative spiritual leaders have claimed that cloning a human constitutes a gross
attack on human dignity. That would surely be true if a cloned individual were treated as a
lesser being, with fewer rights or lower status. But why suppose that the laws that protect our
rights and dignity would not be applicable to cloned person?
Many of the vivid warnings of science fiction concerning the prospect of human cloning
turn out, upon reflection, to be wildly improbable. There’s the fear, for instance, that parents
might clone a child for the sake of having “surplus parts” in case the original child needs an
organ transplant. But parents of identical twins don’t view one child as an organ farm for the
other. Why should cloned children’s parents be any different?
Another disturbing thought is that cloning will lead to efforts to breed individuals with
genetic qualities perceived as desirable. Such ideas are offensive, not only because of an
unthinking disgust, but also because of the horrors carried out by the Nazis in the name of
improving their race. But there’s a vast difference between the breeding programs as
practiced by some groups (where the urge to breed certain types of people leads to efforts to
destroy other types) and the much more harmless forms already practiced in democratic
societies (where, say, lawyers freely choose to have sexual relations with other lawyers).
Banks stocked with the frozen sperm of geniuses already exist, but they haven’t created a
master race because few women are queuing up to get pregnant this way. Why should we
think it would be different if human cloning becomes available?
Even if human cloning offers no obvious benefits to mankind, why ban it? If it might go
any further, it should---and no doubt will---take place only under careful examination and
layers of legal administration. Most important, human cloning should be governed by the same laws that now protect human rights. A world that is not safe for cloned humans would
be a world that is not safe for the rest of us.
1. The writer thinks that cloning is a big challenge to the laws.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Section Two: Passage Reading (10 points)
Directions: In this section, there are two passages followed by some questions or incomplete sentences.
You must choose the best one from the four suggested answers marked A, B, C and D. Then
mark the corresponding letter on the Answer Sheet (1) with a single line through the center.
(答案做在答题纸(1)对应的题号上。)
Passage 1
A study issued by the University of Washington shows that a lack of academic
achievement is closely linked to substance abuse, violence and illegal behavior in the
students’ social environment. According to the study, groups of middle and high school
students with even moderate involvement with substance abuse, violence and illegal
behavior have dramatically lower academic achievement than groups of students with little
or no involvement in these behaviors. Factors such as poverty, community risk, absence of
social skills, and a lack of commitment to school also contribute to lower academic
performance among groups of students.
The researcher said, “If we expect most students to achieve our state’s learning goals,
we need prevention programs that target the social environment and that are extensive
enough to reach all students in all schools. Our efforts should engage schools, parents and
the community and focus on factors outside the classroom.” Dr. Sheri L. Hill, assistant
director of the UW’s Washington Kids Court project, also said, “Intervention needs to start
when students begin their first day of school and continue through high school.”
The 2000 Washington State Survey of Adolescent Healthy Behaviors found that 20 to 40
