The idea of “law” exists in every culture. All societies have some kind of law to keep order and to control the interactions of people with those around them. The laws of any culture tell people three things: what they can do (their right), what they must do (their duties), and what they may not do. In addition, there are usually specific types of punishment for those who break the law.

  Although all societies have laws, not all have the same idea of justice—which is “right” and “wrong” and how “wrong” should be punished. In most Western cultures, it is thought that punishing criminals will prevent them from committing other crimes. Also, it is hoped that the fear of punishment will act as a deterrent(威慑) that prevents other people from committing similar crimes; in other words, people who are considering a life of crime will decide against it because of fear of punishment. In most non-Western cultures, by contrast, punishment is not seen as a deterrent. Instead, great importance is placed on restoring balance in the situation. A thief, for example, may be ordered to return the things he has stolen instead of, as in Western societies, spending time in prison.

   Another difference in the concept of justice lies in various societies’ ideas of what laws are. In the West, people consider “laws” quite different from “customs”. There is also a great contrast between “sins” (breaking religious laws) and “crimes” (breaking laws of the government). In many non-Western cultures, on the other hand, there is little separation of customs, laws, and religious beliefs; in other cultures, these three may be quite separate from one another, but still very much different from those in the West. For these reasons, an action may be considered a crime in one country, but be socially acceptable in others. For instance, although a thief is viewed as a criminal in much of the world, in a small village where there is considerable communal（公共的） living and sharing of objects, the word thief may have little meaning. Someone who has taken something without asking is simply considered an impolite person.

   Most countries have two kinds of law: criminal and civil. People who have been accused of acts such as murder or theft are heard in the criminal justice system, while civil justice deals with people who are believed to have violated others’ rights. The use of the civil system reflects the values of the society in which it exists. In the United States where personal, individual justice is considered very important, civil law has become “big business.” There are over 600,000 lawyers in the United States, and many of them keep busy with civil lawsuits; that is, they work for people who want to sue others. If a man falls over a torn rug in a hotel and breaks his arm, for instance, he might decide to sue the hotel owners so that they will pay his medical costs. In a country like Japan, by contrast, there is very little use of the civil justice system. Lawsuits are not very popular in Japan, where social harmony is even more important than individual rights, and where people would rather reach agreement outside court.

The main point of paragraph 1 is that____.

A. all societies, Western or non-Western, have some kind of law to keep order.

B. most countries in the world have two kinds of law “criminal and civil ”

C. there are usually specific types of punishment for those who break the law.

D. the laws of any culture dictate people’s rights, duties and what they are not supposed to do

Which is TRUE in most Western cultures?

A. Punishment has double functions.

B. A thief may be referred to as an impolite person.

C. Punishment is not regarded as a deterrent.

D. There is lots of communal living and sharing of objects.

Which statement is NOT true according to the article?

A. In the West, people think laws and customs are rather different.

B. In the West, there is little difference between “sins” and “crimes”.

C. An action that is considered a crime in one country may be socially acceptable in another.

D. There is far less use of the civil justice system in Japan than in the United States.

Which of the following cases are not heard in the criminal justice system?

A. Robbing a pedestrian.            B. Kidnapping people for ransom.

C. Breaking into a bank.                     D. Failing to pay back the money.

In modern society, receiving systematic college education seems a necessary way for success as a graduate from first-class university may always get more opportunities than others. However, if it is gold, it will shine one day. In this article, we will get to know three most successful people in U.S. who never finished their college education. Following experiences of these successful dropouts may give you some inspiration.

1. Bill Gates

Harvard’s campus paper “Harvard Crimson” called Bill Gates “Harvard’s most successful dropout,” while the rest of the world preferred to name him “the world’s richest man” for more than a decade. Now, even not on the top, he is still among the list of the world’s wealthiest people.Gates entered Harvard in the fall of 1973. Two years later, he dropped out to found Microsoft with friend Paul Allen. And in 2007, he finally received an honorary doctorate from Harvard.

2. Steve Jobs

The iPad, even Buzz Lightyear probably wouldn’t have existed if Steve Jobs stayed in school. Because his family couldn’t afford his college education, Jobs had to drop out of Reed College just after entering for 6 months. Then he found Apple, NeXT Computer and Pixar, which had made great influences on development of modern technique and culture. However, this wizard thought that his brief college education was not worthless.

3. Frank Lloyd Wright

As the America’s most celebrated architect, Wright spent more time on designing colleges rather than attending classes in them. Once spent one year in the University of Wisconsin-Madison, then he left for Chicago and started to learn from Louis Sullivan, the “father of modernism." Wright’ s splendid resume included more than 500 works, most famous of which are Fallingwater and New York City's Solomon R. Guggenheim Museum.

1.What does“dropouts”in Paragraph One mean?

A．Hardworking students.

B．Very successful students.

C．Students failing to finish their school education.

D．Students from poor families.

2.Which of the following is right according to Paragraph One?

A．People graduating from famous universities are more likely to get jobs.

B．Many successful people had the experience of giving up their school education.

C．If one has a lot of gold, he will become very rich one day.

D．We should stop our college education to follow in those successful people’s steps.

3.According to the writer, Bill Gates _________.

A．is richer than any other man in the world

B．is well-known in Harvard University

C．finally finished his study at Harvard and got a doctorate degree

D．is the only founder of Microsoft

4.Which of the following statements can’t be learned from the last two paragraphs?

A．The reason for Jobs’ dropping his college education is that his parents couldn’t pay for it.

B．Jobs thought his six-month college education gave him no help.

C．Wright’s teacher was a very famous artist.

D．Wright is the designer of New York City’s Solomon R. Guggenheim Museum.

5.What does the author want to tell us in this passage?

A．Successful people often have unordinary life experience.

B．College education is not so important to one’s success.

C．People from poor families are more likely to give up their college education.

D．Even without college education, one can still achieve success with one’s hard work.

Recently there was a major discovery in the scientific research—the mapping of all DNA in a human gene（基因）is complete. Couple of years ago, this seems an impossible task for scientist to accomplish. All this progress in science leads us to believe that the day, when the human being will be cloned, is not far away. Human cloning has always been a topic of argument，in terms of morality or religion.

Taking a look at why cloning might be beneficial, among many cases, it is arguable that parents who are known to be at risk of passing a genetic limitation to a child could make use of cloning. If the clone was free of genetic limitations. Then the other clone would be as well. The latter could foe inserted in the woman and allowed to ripen to term. Moreover，cloning would enable women, who can’t get pregnant, to have children of their own.

Cloning humans would also mean that organs could be cloned, so it would be a source of perfect transfer organs. This, surely would be greatly beneficial to millions of unfortunate people around the world that are expected to lose their lives due to failure of single(or more) organ(s）.It is also arguable that a ban on cloning may be unlawful and would rob people of the right to reproduce and limit the freedom of scientists.

Arguments against cloning are also on a perfectly practical side. Primarily, I believe that cloning would step in the normal “cycle”of life. There would be a large number of same genes., which reduce the chances of improvement，and, in turn, development-the fundamental reason how living things naturally adapt to the ever-changing environment. Life processes failing to do so might result in untimely disappearance. Furthermore, cloning would make the uniqueness that each one of us possesses disappea. Thus, leading to creation of genetically engineered groups of people for specific purposes and, chances are, that those individuals would be regarded as “objects” rather than people in the society.Scientists haven’t 100 percent. guaranteed that the first cloned will be normal. Thus this could result in introduction of additional limitations in the human “gene-pool”.

Regarding such arguable topics in “black or white” approach seems very innocent to me personally. We should rather try to look at all “shades: of it. I believe that cloning is only legal if its purpose is for cloning organs, not humans. Then we could regard this as for “saving life” instead of “creating life”. I believe cloning humans is morally and socially unacceptable.

1.Which of the following is true according to the passage？

    A. Genetic limitation will be beneficial for some women

   B. A large number of genes will prevent us from developing

   C. Prohibition of cloning might limit the freedom of scientists

   D. First cloned humans might be normal according to scientists

2.What’s the author’s opinion on cloning?

   A. Cloning should be entirely banned

   B. Cloning should be used in creating life

   C. Cloning will take away the right to reproduce

   D. Cloning is acceptable if it is used for cloning organs

3.Where can you read this article?

   A. In a story book. B. In a magazine.   C. In a science fiction D. In a brochure

4.Which of the following shows the structure of the passage

Ⅱ．语言知识及应用(共两节，满分45分)
第一节 完形填空(共15小题；每小题2分，满分30分)
阅读下面短文，掌握其大意，然后从16—30各题所给的A、B、C和D项中，选出最佳选项，并在答题卡上将该项涂黑。
Everyone has experienced trying but failing to master a difficult book, which was begun with the hope of increasing one's understanding. When that happens, it is    16  to think that it was a mistake to try to read it, but that was not the mistake. The mistake was in    17   too much from the first reading of a(n)   18   book. If you read it in the right way, no book written for the    19    reader, no matter how difficult, need be a cause for despair (绝望).
What is the right method? The    20   is an important and helpful rule of reading that is either not known or often forgotten. That rule is simply this: when reading a difficult book for the first time, read it through without ever    21   to think about the things that you do not understand immediately.
Do not be stopped by what you can't understand. Read through the difficult    22   , and you’ll soon come to things that you do understand. Read these    23   . You will have a much better chance of understanding all of the book when you read it again, but that    24   you to have read the book through once    25   .
What you understand by reading the book through to the   26   will help you when you try later to read the places that you did not    27    in your first reading. Or if you never re-read the book, understanding half of it is much better than understanding nothing of it, which will happen if you allow yourself to be stopped by the first difficult part of the book.
Most of us were taught to    28   the things that we do not understand. We were told to find the  29  of unfamiliar words, and to try to find an explanation in another    30   for anything that we did not understand in the book that we were reading. But when these things are done before the proper time, they only harm our reading, instead of helping it.
16. A. necessary              B. useful                    C. natural                  D. effective   
17. A. learning                  B. hoping                   C. accepting       D. expecting              
18. A. easy                 B. difficult                   C. important      D. correct                
19. A. ordinary           B. young                   C. serious                  D. sincere                
20. A. method           B. question       C. answer                 D. problem               
21. A. starting            B. hesitating       C. stopping       D . repeating 
22. A. words             B. articles        C. parts         D. points                 
23. A. quickly              B. immediately     C. clearly         D. carefully              
24.A. requires     B. causes                     C. advises                     D. allows             
25.A. later       B. after                      C. before                    D. again              
26.A. top        B. end                       C. bottom                    D. cover 
27.A. see        B. turn                      C. notice                      D. understand         
28.A. put away     B. put down                  C. think aloud                 D. think about         
29.A. uses        B. meanings                 C. spellings                    D. troubles           
30.A. thinking     B. reading                    C. book                D. way             

When I was a law professor, a student reported that I made an error in grading his exam by giving him too many points. He was   36 , and after thanking him for his honesty, I changed the grade in my   37 . His beaming (欢笑的) face turned to shock. “You’re   38  my grade?” he said angrily. “I would never have come in   39  ……”
He didn’t finish the   40 , but it was obvious that his display of honesty was   41 . He thought he’d have it all—praise and the higher grade.
Several colleagues thought I should have let the higher grade   42  because all I’d accomplished was to discourage him from being   43  in the future. And every time I tell this story some people agree with this   44 .
But I can’t see how I could give good reason for worsening my   45  in grading by undermining (损害) the honesty of all my grades by failing to   46  an error. The grade itself would be a dishonest   47  of his knowledge and it would have been   48 to other students. How could I   49  give a student a gift of an unearned grade?
I know  50  reporting an error in one’s favor is unusual, but, like   51  too much change, it’s clearly the right thing to do. People of character, those with real honesty, hate to give up  52_ as much as anyone else. The difference is that for them a good conscience and reputation is  _53 enough to give reason for the cost of doing the right thing.
Perhaps lowering the student’s grade did   54  him from being honest in the future, but bribing (贿赂) him to be honest so that he does the right thing when it’s cost-free would have _55 him even more. The duty to be honest is about right and wrong, not risks and rewards.