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About 6 million to 12 million creatures are dissected (解剖) in U. S. classrooms every year, according to the National Anti-Vivisection Society, an animal rights group. While many students eagerly look forward to the chance to examine real animals up close, others say that there’s no educational value in cutting into animals’ bodies. Should students dissect real animals?

David Evans, the director of the National Science Teachers Association, argues that students should be given the chance to dissect animals in the classroom. Students learn best in a hands-on environment where they can work together to explore and discover. Interacting with organisms (生物) is an effective way to help students develop skills of observation and comparison and learn the unique structures (结构) and processes of organisms. As good as many models or simulations might be, they are very different from real organisms. And he believes they fall short of producing the respect for living things that comes from the actual dissection experience.

Jonathan Balcombe, a biologist and a life-long animal rights supporter, says, “I spent many years as a biology lab teacher. I remember the horrible feeling I had when it came time for my class to dissect animals. The lesson required that students cut open and examine dead frogs, fetal pigs, sparrows, and other creatures. I felt pity for these animals, who probably suffered before being killed. And I knew their pain could have been avoided. If students and teachers saw how these animals typically end up on their desks, I believe that dissections would soon stop.”

He points out there are many effective choices for learning animal dissection and physiology, including 3-D models, videos, and computer software. Hundreds of programs are free through lending services like The Science Bank. The simulated dissections can be repeated, and the programs provide feedback. Several studies have shown that computer models and other choices teach students just as well as or better than traditional animal dissection.

I’m not surprised that no state requires dissection to graduate from high school, and no college or university demands it as part of the admissions process. In fact, laws in 18 U. S. states and Washington, D. C. support a student’s right to use other choices. However, dissection could have a legal place in education if the animals did not suffer and were not intentionally killed. For example, some schools have students dissect animals that “were put to sleep” for medical reasons and whose bodies were donated to science.

【小题1】Which of the following may Evans agree with?
A.Models are as effective as actual dissections.
B.Students are short of chances to dissect animals.
C.Dissecting animals helps people respect creatures.
D.Students benefit much more when learning in groups.
【小题2】What do we know about Balcombe’s view on dissecting animals?
A.It causes pain to animals.
B.It advances medicine research.
C.It should be more educational.
D.It should be put in school programs.
【小题3】What is the passage mainly about?
A.The nature of dissection.
B.The necessity of dissection.
C.The result of dissecting animals.
D.The research on dissected animals.
23-24高一上·北京东城·期末
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It’s truly amazing when we get to cover news of people who single-handedly create something truly significant. Jadav Payeng, a man in his mid-fifties, has changed a sandbar(沙洲)in the middle of a river in Assam, India, into a huge forest. His work of the past 30 years is being recognized by tourists and film-makers, the world over.

Mulai, a Jadav is known among locals, started work on the land in 19080. A scheme was launched at that time by the social forestry department of the district, involving the planting of trees on only 200 hectares. The project was completed after 5 years and all the laborers left, except Mulai. Dedicated to the forest, he stayed on and single-handedly looked after the trees, continuing to plant more of them. Eventually, the forest expanded to 550 hectares. This is perhaps the world’s biggest forest in the middle of a river. Mulai says there’s potential to extend this even further to 1,000 hectares. Inspired, the department has planned to launch another plantation program this year.

The forest is named “Mulai Kathoni” by the local people, meaning Mulai’s forest. It is home to several thousands of varieties of trees. Bamboo alone covers about 300 hectares. And it’s not just the plants, there’s wildlife living in there too. There are about four tigers, three rhinos and more than a hundred deer, rabbits and apes. There are innumerable varieties of birds who call this place home, as well. A herd of about 100 elephants visit the place every year for six months.

Mulai lives in a small hut near the forest, with his wife, two sons and a daughter. He makes a living by selling cow and buffalo milk. I suppose people such as Mulai are an inspiration to the entire world. If one man can build a forest, it’s amazing to think what we can achieve if we work together.

【小题1】Why did Mulai stay in Assam after 1983?
A.To raise his family.B.To plant more trees.
C.To build a home on the sandbar.D.To protect the animals.
【小题2】Which words can best describe Mulai according to paragraph 2?
A.Wise, far-sighted.B.Lucky, creative
C.Devoted, ambitious.D.Modest, easy-going.
【小题3】What may be the best title for the text?
A.Wildlife in Mulai’s Forest
B.India Starts a Plantation Program
C.More Efforts to Protect Our Forests.
D.Indian Man Plants a Whole Forest Alone.

A new delicious food is available in Wyoming. It is fresh and cheap — but probably a little gamey (味道强的). Last month it became legal for Wyomingites to collect roadkill that they accidentally hit themselves, or that they happened upon. In fact, other states, such as Montana, have also made the similar law.

Officials are not sure how many Wyomingites will take part in the roadkill-salvage (救助) programme. But Montana’s Fish and Wildlife Commission issues roughly 1,000 roadkill-salvage permits each year.

Although some may fear at the idea of dragging the body of a deer off the road and onto the dinner table, the law has several benefits. First, roadkill is a source of fresh meat for poor communities. State officials in Alaska distribute roadkill to charities. PETA, an animal-rights group, argues that eating roadkill is healthier and more moral than buying meat raised for killing. Second, allowing people to harvest roadkill themselves may cut down on the time the creatures spend on the road. In thinly populated states, it may take days for transport workers to collect a dead animal.

Lastly, roadkill-salvage programmes provide states with important data. Wyomingites must report the location of their find, showing officials where crashes with wildlife happen. Roadkill data may help the state figure out where to build highway overpasses or put up “wildlife crossing” warning signs.

Not everyone is licking (舔) their lips. Some are upset that people will end up eating gamey meat. “It’s really the burden of the person who chooses to collect roadkill if they eat it or not,” says Sara DiRienzo of Wyoming Game and Fish. Others worry the laws will encourage hunters to use the roadkill programme as cover for killing animals they should not.

【小题1】The food mentioned in Paragraph 1 is ______.
A.hunted in the woodsB.caught from a local farm
C.harvested from endangered speciesD.collected after being hit by chance
【小题2】Which is the benefit of the law?
A.Roadkill may be harmless for people’s health.
B.Roadkill may be afforded as meat for poor locals.
C.Roadkill may be transported to populated states.
D.Roadkill may be harvested and kept for a long time.
【小题3】The roadkill data can contribute to ______.
A.less roadkillB.faster location
C.thinner populationD.fewer warning signs
【小题4】What do people worry according to the last paragraph?
A.Roadkill can become an excuse for killing animals.
B.People will be addicted to roadkill’s gamey meat.
C.Roadkill will become a real burden for animal hunters.
D.The law will inspire some people to eat more roadkill.

Young soldiers, far away from home and missing their families, discover a bear cub. That’s how the story of Wojtek begins, back in 1942. He was alone in the mountains of Iran; nobody knows how he got there.

When the exhausted Polish soldiers came upon Wojtek, they were immediately struck with emotions. They had been away from their loved ones for a long time. They needed something to pick their spirits up. So, they nursed the baby bear with milk from a bottle and named him Wojtek, which means: a warrior to whom fighting brings joy.

Wojtek was officially adopted into the army. He traveled with the army to the Middle East, providing comradery and entertainment. He would wrestle with the men, chase after oranges they cast for him and follow them about like a puppy. He became their connection to humanity in a time when the light of peace seemed so far away. And, like a child, he was also playful. In the desert heat, he learned how to break into the showers and turn on the water. He could also be seen pulling trunks of empty gun shells with the men or standing at attention in formation. Wojtek was also the chief frightener of new members: He would literally bear hug them and hold them upside down for a good laugh.

Getting through the hardship of war takes something extraordinary, something unexpectedly dangerous to preserve your mental state. That’s what Wojtek did for the men who had been so long in the fog and uncertainty of World War II. A playful bear became the symbol of strength and adaptability. Thankfully, wars ended but Wojtek was not forgotten. He was shipped with a group of men to a farm in Scotland, which was a fitting place to retire for a bear with so much military experience. Wojtek was a local celebrity. Stories of him kicking a soccer ball, attending local dances and parties, and enjoying jam and honey are still told today. And to everyone who knew him, Wojtek was the one that made a difficult time a little more bearable.

【小题1】How did the Polish soldiers react after they found the bear?
A.They were hit by the bear.B.They accepted him and fed him.
C.They called Wojtek names.D.They brought joy to him like warriors.
【小题2】What did Wojtek do in the army?
A.He would run after and eat up the oranges thrown by the soldiers.
B.He could pull branches with the soldiers to the army camp.
C.He would stand and listen attentively for information.
D.He would play tricks on those newly-joined soldiers.
【小题3】What happened to Wojtek after World War II?
A.He became famous and brought joy to the locals in a farm in Scotland.
B.He settled down with the Polish army in a farm in Scotland.
C.He enjoyed his life in another army in a farm in Scotland.
D.He was shipped to his hometown with the help of the Polish soldiers.
【小题4】What is the best title of the passage?
A.Wojtek: The Wild Warrior in the Desert Storm
B.Wojtek: From the Frontlines to a Hairy Friend
C.A Lifelong Bear Friend with the Scottish Locals
D.Bearing Witness: The Remarkable Tale of the Polish Army

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