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 （设施） 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 （样品）; 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.

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.

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.

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.

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.

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 （设施） 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 （样品）; 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.  

63. 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.  

64. 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.  

65. 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.  

66. 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.

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（设施）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（样品）; 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 competition 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.
45. 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.
46. 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.
47. 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.
48. 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.

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 （设施） 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 （样品）; 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.
【小题1】How did the architects react to Gerner’s design requirements?

A book review tells not only what a book is about，but also how successful it is at what it is trying to do.Professors often assign book reviews as practice in careful analytical(分析的) reading.

As a reviewer，you bring together the two strands of accurate，analytical reading and strong，personal response when you indicate(指出) what the book is about and what it might mean to a reader(by explaining what it meant to you)．In other words，reviewers answer not only the WHAT but the SO WHAT question about a book.Thus，in writing a review，you combine the skills of describing what is on the page，analyzing how the book tried to achieve its purpose，and expressing your own reactions.

Most book reviews start with a heading that includes all the basic information about the book，like：

Title.

Author.

Place of publication，publisher，date of publication.

Number of pages.

Like most pieces of writing，the review usually begins with an introduction that lets your readers know what the review will say.The first paragraph usually includes the author and title again，so your readers don’t have to look up to find this information.You should also include a very brief description of the contents of the book，the purpose or audience for the book，and your reaction and evaluation.

Then you move into a section of background information that helps place the book in context and discusses how to judge the book.Next，you should give a summary of the main points，quoting(引用) and explaining key phrases from the author.Finally，you get to the heart of your review—your evaluation of the book.In this section，you might discuss some of the following issues：

?How well the book has achieved its goal.

?What possibilities are suggested by the book.

?What the book has left out.

?How the book compares with others on the subject.

?What specific points are not convincing.

?What personal experiences you’ve had related to the subject.

It is important to use labels to carefully distinguish your views from the author’s，so that you don’t confuse your readers.

Then，like other essays，you can end with a direct comment on the book，and tie together issues raised in the review in a conclusion.

There is，of course，no set form，but a general rule is that the first one?half to two?thirds of the review should summarize the author’s main ideas and at least one?third should evaluate the book.

1.According to the text，personal response of a book reviewer refers to “________”．

A．accurate and analytical reading

B．the reviewer’s indication of what the book is

C．the reviewer’s indication of what the book meant to a reader

D．skills of describing what is on the page

2.What is the most important part of a book review?

A．The heading.? B．The evaluation.

C．The conclusion.? D．The introduction.

3.Readers will get puzzled if ________.

A．there is no heading in a book review

B．the book review is not complex enough

C．the reviewer’s point of view is mixed with the author’s

D．there are some different issues listed in the book review

4.What does the text mainly tell us?

A．Steps to read a book.

B．Tips for writing a book review.

C．The way to develop your idea.

D．Things not to be avoided in a book review.