Many people consider their pets members of the family and are very sad when they die, but what if you could clone your dog, cat or bird?
A scientist in New Orleans, who has proved his ability to clone other animals, is now offering the possibility to pet owners here in Wisconsin．
Scientists have not been able to clone dogs, cats or other pets, but if and when the time comes, several companies will be ready and able to do the job．
The question is: Are you ready to clone your pet? Brett Reggio is betting on it．He is working on his Ph. D at Louisian State University. He's successfully cloned a goat five times and wants to try the process on family pets． So he started a business called Lazaron． “What Lazaron provides is the first step in the cloning process． ”He said．“It’s for curing and storing the fiberglass cells that will be used for cloning．”
“Your first reaction is yeah! I think I’d like that．” said Donna Schacht, a pet owner．
“I don’t believe you can ever replace a special love,” pet owner Paulette Callattion said．
Most pet owners will tell you freezing your pet’s DNA in hopes of one day cloning it is a personal decision．
Scientists say that cloning your own pet doesn’t mean that the offspring（后代） will have the same intelligence, temperament（性情） or other qualities that your pet has．From the passage we know that scientists have ______．
| A．tried to clone animals |
| B．cloned many kinds of animals |
| C．been able to clone pets for people |
| D．once cloned goats successfully |
Brett Reggio started a business in order to _____．
| A．clone pets for people |
| B．store the DAN of people’s pets for cloning one day |
| C．make pets members of a family |
| D．collect different ideas on cloning from people |
Some people seem not interested in cloning pets because___________．
| A．they think it would be too expensive |
| B．they don’t think scientists will one day be able to clone their pets |
| C．they think the cloned pet would not be the one they once had |
| D．they don’t want to give any love to the cloned pet |
If you cloned a pet, your might find that it_____．
| A．looked different from the pet you once had |
| B．turned out to be another kind of animal |
| C．had a different character |
| D．were just the same pet your once had |
Fifty–eight percent of the teachers interviewed in the Association of Teachers and Lecturers (ATL) questionnaire had come across copying among their pupils. Gill Bullen from Itchen College in Southampton, for example, said, "Pieces handed in by two students were identical and significantly better than either of them could have done. Not only that, the essays handed in didn't quite answer the title question I had set". A teacher from Leeds said, "I had one piece of work so bravely cut and pasted that it still contained ads from the web page."
Connie Robinson from Stockton Riverside College said, "With less able students it is easy to spot copying as the writing style changes in the middle of the assignment, but with more able students it is sometimes necessary for tutors to carry out Internet research to identify the source of the copy."
Mary Bousted, general secretary of the ATL, said," Teachers are struggling under a mountain of cut-and-pasting to spot whether work was the student's own or copy." She called for policies to stop copying, and asked for help from exam boards and the government in providing resources and techniques to detect cheats.
But there was another side. "I have found once students clearly understand what copying is, its consequences and how to reference correctly so they can draw on published works, copying becomes less of a problem," said Diana Baker from Emmanuel College, Durham.
"I think the majority of students who engage in copying do it more out of ignorance than the desire to cheat. They really want to succeed on their own."
1. The passage mainly wants to tell us ____________.
| A. the benefits of the Internet for students |
| B. web copying is a serious problem in the UK |
| C. the ways to find web copying for teachers |
| D. how we can use the Internet to do homework |
2. The underlined word “identical” (Paragraph 1) probably means ____________.
| A. excellent |
B. contrasting |
C. the same |
D. complex |
3. What is TRUE according to Connie Robinson?
| A. It’s not easy to find the less able students copy from the Internet |
| B. It’s difficult to find whether the more able students have copied. |
| C. The less able student will not change their writing style when copying. |
| D. The more able students needn’t copy from the Internet. |
4. What’s the writer’s attitude towards “copying”?
| A. The writer doesn’t tell us. |
B. The writer feels angry about it. |
| C. The writer thinks it doesn’t matter. |
D. The writer approves of it. |
British and American scientists are raising genetically modified(转基因的) pigs in the hope of providing organs for transplant(移植) to humans, the project leader wrote in a newspaper Sunday.
Scientists in London and California have begun conducting the genetic experiments to find a solution to record–long waiting lists for organ transplants, Robert Winston said in an opinion piece written for Britain's Sunday Times.
In Britain alone, around 8,000 patients are waiting for a transplant.
"People needing a new heart or liver are waiting for someone else to die – usually a violent death in a traffic accident," Winston wrote in the newspaper. He said his team was "trying to modify pigs so their organs might save the lives of humans."
The scientists are introducing human genes into the animals to reduce the chances of the organs being rejected by patients, as has been common in previous attempts to use animal tissues, said Winston, who heads the Institute of Reproductive and Developmental Biology at London's Hammersmith Hospital.
Working with Dr. Carol Redhead of the California Institute of Technology, Winston's team has injected human genes directly into male piglets(猪仔), adding them to the animal's sperm(精子).
He said that pigs involved in experiments had successfully produced transgenic sperm, but acknowledged that British and European laws had prevented the team from using the pigs to mate.
The Sunday Times newspaper reported that the experiments would be moved to the United States following difficulties with funding and regulations in Britain. It said the pigs would be bred in Missouri.
"Our U.S. friends will benefit from our technology and the income we might have produced for Britain will be lost," Winston wrote.
Some scientists have previously blamed the idea of using animal organs for human transplant, saying the technique risks spreading animal viruses to humans. Winston said his research project is attempting to breed virus-free pigs.
1. Scientists are introducing human genes into the animals to ____________.
| A. make the organs healthier |
B. reduce the pain of animals |
| C. make the organs live longer |
D. reduce the chances of rejection |
2. Some scientists have blamed the idea of using animal organs for human transplant because ____________.
| A. the technique is not perfect now |
| B. humans may be infected with animal viruses |
| C. it is against laws and regulations |
| D. it may cause a conflict between humans and animals |
3. According to Winston, it seems ___________ to Britain to move the experiments to the United States.
| A. a pity |
B. a pride |
C. a disaster |
D. a good idea |
4. It can be inferred from the passage that ____________.
| A. animal organs are commonly used for human transplant now |
| B. lots of patients need animal organ transplants now |
| C. examples of the animal tissues being rejected have happened |
| D. it is not safe to use animal organs for human transplant |
TEENSGIVING in SPRING 2010
Frequently Asked Questions
What is TEENSGIVING?
TEENSGIVING is an exciting event where hundreds of New York City teens gather together annually for a remarkable day of community service. This year, TEENSGIVING in SPRING 2010 participants will once again better New York City and impact thousands of lives!
When is TEENSGIVING in SPRING 2010?
SUNDAY, APRIL 25, 2010
Where is TEENSGIVING?
All over New York City. Everyone will meet at the 92nd Street Y (92nd and Lexington) at 9:00 AM for the event kick-off. Then, all TEENSGIVING volunteers will disperse across the city to work with our partnering agencies where they will make a HUGE difference (and have fun!).
Who participates in TEENSGIVING?
Hundreds of teenagers from around the city. Teens come from the 92nd Street Y, various city schools, youth groups, and organizations in the area. In addition, many adult volunteers (ages 21 and older) will donate their time to TEENSGIVING in SPRING 2010.
What projects do participants do at the agencies?
Sample projects include painting park benches, planting gardens, visiting and playing with underprivileged children, assembling craft kits for children in hospitals, assisting at animal shelters, working at soup kitchens, delivering meals and celebrating with families at homeless shelters.
Do I get anything for participating in TEENSGIVING?
Yes! Everybody benefits! Teen volunteers will receive *6 hours* of community service credit, good towards honor society, high school graduation and college application requirements. Adult volunteers will be “thanked” with a light breakfast, a gift certificate for their troubles, and the satisfaction of helping our city’s youth contribute to their community. In addition, all teen and adult volunteers will receive a cool TEENSGIVING in SPRING 2010 T-shirt.
This sounds awesome! How do I register for TEENSGIVING in SPRING 2010?
Interested teens and/or adults should e-mail the TEENSGIVING Coordinator Josh Hyman at jhyman@92Y.org (subject: TEENSGIVING) to receive more information and to register for this fantastic event!
**Teens can also contact their school’s Community Service Advisor**
TEENSGIVING is sponsored by the 92nd Street Y.
1. TEENSGIVING is an event held ____________.
| A. from time to time |
B. every year |
C. every two years |
D. twice a year |
2. Teenagers may do the following in the event EXCEPT ____________.
| A. watering flowers |
B. cooking |
C. cleaning streets |
D. taking care of animals |
3. An adult volunteer may get ______ for his time devoted to TEENSGIVING in SPRING 2010.
| A. community service credit and a T-shirt |
| B. a high school certificate and a light breakfast |
| C. a T-shirt and a gift certificate |
| D. a gift certificate and community service credit |
4. The writer’s purpose in writing the passage is to __________.
| A. inform readers of some frequently asked questions |
| B. introduce TEENSGIVING in SPRING 2010 to readers |
| C. encourage readers to ask more questions about TEENSGIVING |
| D. call on readers to participate in TEENSGIVING in SPRING 2010 |
第二部分：阅读理解（第一节20小题，第二节5小题；每小题2分，满分50分）
第一节：阅读下列短文, 从每题所给的四个选项 (A、B、C和D) 中, 选出最佳选项。
I'm from the South Bronx. At 7, my neighborhood was the beginning and end of my universe. It was a small town to me. Everyone knew each other, so if you got into trouble in school, chances are your mom knew about it before you got home. I felt watched over and safe.
But just before I turned 8, things began to change. I watched two buildings on my block burn down. I remember seeing my neighbor Pito go up and down the fire escape to get people out. Where were the firemen? Where was the truck? Somebody must have called them.
That same summer, after serving two tours in Vietnam, my brother was killed in the South Bronx. He was shot above the left eye and died instantly.
People who could moved out of the neighborhood, and all I wanted to do was get out, too. I used education to get away from there and got good at avoiding the topic of where I was from. To be from the South Bronx meant that you were not a good person. It felt like a stain.
After college, I didn't want to come back to the South Bronx, but in order to afford graduate school, I had to. I was almost 30 and could only afford to live at my parents' home. It felt like a defeat, and I hated it.
At the same time, the city was planning a huge waste facility here, and no one seemed to care — including many of us who lived here. They were like, "Well, it's a poor community; what's the difference?"
I was very angry. It drove me to act. It moved my spirit in a way that I didn't know was possible. And it changed my beliefs — it changed the way I felt about myself and my community. I worked hard with others who felt the same way, and together, we defeated the plan.
After that, I realized it's just as important to fight for something as it is to fight against something. So we dreamed up a new park on the site of an illegal waste dump — and after many community clean-ups, along with $3 million from the city, we have one. And it's a glory. It was the seed from which many new plans for our community have grown.
Today, the South Bronx is no longer a stain; it's a badge(象征) of honor for me. I believe that where I'm from helps me to really see the world. Today, when I say I'm from the South Bronx, I stand up straight. This is home, and it always will be.
1Paragraphs 2 and 3 make the readers believe ____________.
| A. the author felt watched over and safe |
| B. he author’s brother was a bad man |
| C. the author’s neighbor Pito was braver than a fireman |
| D. the author felt his hometown was not a safe place to live in |
2.The author went back to the South Bronx after college because ____________.
| A. he couldn’t afford to live without his parents’ help |
| B. he loved his hometown very much |
| C. he was defeated in studies at college |
| D. he almost reached the age of 30 |
3.The underlined sentences(Paragraph 2) imply that ____________.
| A. the author wondered where the firemen and the truck were |
| B. the author wanted someone to call the firemen |
| C. the firemen didn’t come to help although called |
| D. the firemen didn’t find a place to park the truck |
4.What does the author want to convey in the passage?
| A. Great changes have taken place in the South Bronx. |
| B. The South Bronx is a beautiful place. |
| C. You can make a difference to your hometown if you act. |
| D. Everyone should love his hometown. |
We show an amazing tolerance for a form of pollution that is a growing problem: noise. Airplane traffic is increasing by five percent a year. Urban noise is doubling every ten years. By air, land and sea, we are facing an onslaught of noise that is threatening our ability to live in this world. We have granted ourselves the right to make noise. But what about our responsibilities? Have we developed a sense of acoustic responsibility?
The evidence suggests that we have not. Many people seem to believe they have an unlimited right to make noise with cars and motorbikes, and with loud music at home and in the street. In some countries measures have been taken to force people to make less noise. In Britain, for example, a law has been passed preventing people from disturbing their neighbors with music at night.
It is widely accepted that we should deal with our rubbish in a responsible way Noise is in reality a particularly insidious form of rubbish. It destroys community life, pursues us into our homes, keeps us from sleeping and is the cause of many stress-related illnesses, as well as hearing loss. Our acoustic environment belongs to all of us. Everyone has the right to use it, but no one has the right to abuse it. Let’s start using it responsibly.
1. The underlined word “acoustic” in the first paragraph probably means ________.
A. environment B. pollution C. sound D. rubbish
2. Which of the following statements is NOT correct?
A. Nowadays everyone thinks it’s all right to make noise.
B. British law protects people from their neighbors’ music at night.
C. The level of noise produced in cities is twice as high now as ten years ago.
D. Noise can sometimes cause hearing loss.
3. The passage is probably written to _______.
A. introduce acoustic responsibility B. call for people to make less noise
C. compare rubbish and noise D. describe people’s attitude to noise
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