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 them 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 the 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.
小題1:How did the architects react to Gerner’s design requirements?
A．They lost balance in excitement.B．They showed strong disbelief.
C．They expressed little interest.D．They burst into cheers.
小題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.
小題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.
小題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.

小題1:B
小題2:D
小題3:C
小題4:A

小題1:推理判斷題。根據(jù)第1段I think half of them fell off their chairs可知建筑師們對Gerner的要求感到不可思議，不可相信。應選擇B。A“他們激動得失去了平衡”，C“他們幾乎不感興趣”，D“他們突然大哭”都不符合本意。
小題2:文章結(jié)構(gòu)理解。根據(jù)第2段的描述，工程的實施應按照“設計—提供樣品—評估—建設”的程序。其它程序都不符合標準的建筑要求。
小題3:細節(jié)理解題。根據(jù)第3段…such aggressive targets are difficult because design requirements like more natural light for students go against the realities of a desert climate可知建筑綠色校園的難題是沙漠氣候。而并非巨大的面積、有限的設施或貧瘠的自然資源。
小題4:細節(jié)推理題。根據(jù)最后1段“I don’t believe in the new green religion,”“Some of the building technologies that you get are impractical…”可知Gerner對上面提到的計劃感到懷疑，應選擇A。
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科目：高中英語 來源：不詳 題型：閱讀理解


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2.Which sentence in the passage is the closest in meaning to the following one?
The criminals are very unfortunate ,because they have single parent or they are orphans
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科目：高中英語 來源：不詳 題型：閱讀理解


第三部分 閱讀理解（共15小題；每小題2分，滿分30分）
閱讀下列短文，從每題所給的四個選項（A、B、C和D）中，選出最佳選項。
A
Fifty years from now the world’s population will be declining, with no end in sight. Unless people’s values change greatly, several centuries from now there could be fewer people living in the entire world than live in the United States today. The big surprise of the past twenty years is that in not one country did fertility (生育能力) stop falling when it reached the replacement rate（出生率）—2.1 children per woman. In Italy, for example, the rate has fallen to 1.2. In Western Europe as a whole and in Japan it is down to 1.5. The evidence now indicates that within fifty years or so world population will peak at about eight billion before starting a fairly rapid decline.
Because in the past two centuries world population has increased from one billion to nearly six billion, many people still fear that it will keep “exploding” until there are too many people for the earth to support. But that is like fearing that your baby will grow to 1,000 pounds because its weight doubles three times in its first seven years. World population was growing by two percent a year in the 1960s; the rate is now down to one percent a year, and if the patterns of the past century don’t change completely, it will head into negative numbers. This view is coming to be widely accepted among population experts, even as the public continues to focus on the threat of uncontrolled population growth.
As long ago as September of 1974 Scientific American published a special issue on population that described what demographers (人口統(tǒng)計學家) had begun calling the “demographic transition” from traditional high rates of birth and death to the low ones of modern society. The experts believed that birth and death rates would be more or less equal in the future, as they had been in the past, keeping total population stable after a level of 10-12 billion people was reached during the transition.
56. Which of the following statement is NOT true according to the passage?
A. The world’s population in the future will be reducing endlessly.
B. When the earth population reaches 8 billion, it will see a rapid decrease.
C. In modern society the birth and death rates will be more or less equal in the future.
D. The public now pay little attention to the threat of uncontrolled population growth.
57. What’s reason for the sharp increase of world population in the past two centuries?
A. Because people fear that the world will explode.
B. Because the world’s replacement rate keeps falling.
C. Because people’s values has greatly changed.
D. The passage doesn't mention it.
58. The expression “demographic transition” (Paragraph 3) probably means _______.
A. high death rate to the low one
B. high birth rate to the low one
C. high rates of birth and death to the low ones
D. low rates of birth and death to the high ones
59. We can learn from the passage that _______.
A. in the near future there will be a rapid decline of the world population
B. the birth and death rates of modern society will be unequal in the future
C. there would be the same population living in the world than it in the US today
D. in Western Europe the replacement rate has declined to a negative number

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