閱讀理解。
     Shay asked, "Do you think they'll let me play?" Shay's father knew that most of the boys would not want
someone like Shay on their team, but the father also understood that if his son, mentally and physically disabled,
were allowed to play, it would give him a much-needed sense of belonging and some confidence.
     Shay's father approached one of the boys on the field and asked if Shay could play, not expecting much.
The boy looked around and said, "We're losing by six runs (分) and the game is in the eighth inning (局). I
guess he can be on our team and we'll try to put him in to bat in the final inning."
     Shay struggled over to the team's bench and put on a team shirt with a broad smile and his father had a
small tear in his eye and warmth in heart. The boys saw the father's joy at his son being accepted.
     In the bottom of the eighth inning, Shay's team scored a few runs but was still behind by three. In the top
of the final inning, Shay put on a glove and played in the field. Even though no hits came his way, he was
obviously joyful just to be in the game and on the field. In the bottom of the final inning, Shay's team scored
again. Now, Shay was scheduled to be next at bat. Would they let Shay bat and give away their chance to win
the game?
     Surprisingly, Shay was given the bat. Everyone knew that a hit was almost impossible. The first pitch (投)
came and Shay missed. The pitcher again took a few steps forward to throw the ball softly towards Shay. As
the pitch came in, Shay swung at the ball and hit a slow ground ball right back to the pitcher.
     The pitcher could have easily thrown he ball to the first baseman and Shay would have been out and that
would have been the end of the game.Instead, the pitcher threw the ball right over the head of the first baseman,
beyond the reach of all teammates. The audience and the players from both teams started screaming, "Shay,
run to first!" Never in his life had Shay ever run that far but made it to first base, wide-eyed and shocked.
Everyone should, "Run to second!" Catching his breath, Shay awkwardly ran towards second.By the time Shay
rounded towards second base, the smallest guy on their team, who had a chance to be the hero for his team fir
the first time,could have thrown the ball to the second baseman, but he understood the pitcher's intentions and
he too intentionally threw the ball high and far over the third baseman's head.
     All were screaming, "Shay, Shay, Shay, all the way Shay." Shay reached third base when one opposing
player ran to help him and shouted, "Shay, run to third." As Shay rounded third, all were on their feet, crying,
"Shay, run home!" Shay ran to home, stepped on the home base and was cheered as the hero who the who
won the game for his team.
     That day, the boys from both teams helped bring a piece true love and humanity into this world. Shay didn't
make it to another summer and died that winter, having never forgotten being the hero and making his father
so happy and coming home and seeing his mother tearfully hug her little hero of the day!
1. Not expecting much, Shay's father still asked the boy if Shay could play, mainly because the father _____.
A. noticed some of the boys on the field were heisting
B. guessed his presence would affect the boy's decision
C. learned some of the boys on the field knew Shay well
D. understood Shay did need a feeling of being accepted
2. In the bottom of the final inning Shay was given the bat because the boys _____.
A. believed they were sure to win the game
B. would like to help Shay enjoy the game
C. found Shay was so eager to be a winner
D. fell forced to give Shay another chance
3. The smallest boy threw the ball high and far over the third baseman's head, probably because that boy _____.
A. was obviously aware of the pitcher's purpose
B. looked forward to winning the game for his team
C. failed to throw the ball to the second baseman
D. saw that Shay already reached second base
4. Which of the following has nothing to do with Shay's becoming the hero for his team?
A. The pitcher did not throw the ball to the first baseman.
B. The audience and the players from both teams cheered for him.
C. The opposing players failed to stop his running to home.
D. One of the opposing players ran to help him.
5. What to you think is the theme of the story?
A. True human nature could be realized in the way we treat each other.
B. Everyone has his own strength even if mentally or physically disabled.
C. Everyone can develop his team spirit in sports and please his parents.
D. The results of the game should not be the only concern of the players.
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“No, honey,” I said, wrapping her in my arms. “You’re not dying; I’m just starting to live.”

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閱讀理解。
     A few years ago, Paul Gerner began to gather a group of architects in Las Vegas to ask them what it
would take to design a public school that used 50 percent less energy, cost much less to build and obviously
improved student learning. "I think half of then fell off their chairs," Gerner says.
     Gerner manages school facilities (設施) for Clark county, Nevada, a district roughly the size of
Massachusetts. By 2018, 143, 000 additional students will enter the already crowded public-education system.
Gerner needs 73 new schools to house them. Four architecture teams have nearly finished designing primary
school prototypes (樣品); They plan to construct their schools starting in 2009. The district will then assess
how well the schools perform, and three winners will copy those designs in 50 to 70 new buildings.
     Green schools are appearing all over, but in Clark County, which stands out for its vastness, such
aggressive targets are difficult because design requirements like more natural light for students go against the
realities of a desert climate. "One of the biggest challenges is getting the right site orientation (朝向)," Mark
McGinty, a director at SH Architecture, says. His firm recently completed a high school in Las Vegas. "You
have the same building, same set of windows, but if its orientation is incorrect and it faces the sun, it will be
really expensive to cool."
     Surprisingly, the man responsible for one of re most progressive green-design competitions has doubts
about ideas of eco-friendly buildings. "I don't believe in the new green religion," Gerner says. "Some of the
building technologies that you get are impractical. I'm interested in those that work." But he wouldn't mind
if some green features inspire students. He says he hopes to set up green energy systems that allow them to
learn about the process of harvesting wind and solar power." "You never know what's going to start the
interest of a child to study math and science," he says.
1. How did the architects react to Garner's design requirements?
A. They lost balance in excitement.
B. they showed strong disbelief.
C. they expressed little interest.
D. they burst into cheers.
2. Which order of steps is followed in carrying out the project?
A. Assessment－Prototype－Design－Construction.
B. Assessment－Design－Prototype－Construction.
C. Design－Assessment－Prototype－Construction.
D. Design－Prototype－Assessment－Construction.
3. What makes it difficult to build green schools in Clark County?
A. The large size.
B. Limited facilities.
C. The desert climate.
D. Poor natural resources.
4. What does Gerner think of the ideas of green schools?
A. They are questionable.
B. They are out of date.
C. They are advanced.
D. They are practical.

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