(B)
More than 60 years after scientists had big findings about DNA, 20 students at a US Young Women’s Leadership College learned about some of the knowledge that makes them know who they are. Last autumn, while studying life science, the girls sent samples of their DNAs to a DNA testing company. The results helped the students connect (联系) the real-world with topics they study the whole term.
“Students could look at their results and use what they learned in science. It’s about bringing learning to life.” said Laura Pena, the STEM program teacher. For most of the girls, the DNA test was about their ancestry (血统). Sitting with mom, Amariah Caudle, 15 looked at the results with her mouth wide open. She was surprised that her European ancestry was 13 percent. Her mother, Janell Caudle, was surprised it was that high.
“I didn’t think a trace(痕迹) would show up in her,” she said. “After many generations (代), this is still showing up in our ancestry. I was surprised by the science of it. ”
Diahan Southard, Living DNA community manager, believes the program gives students an understanding of DNA at an important moment, when they are still young enough to accept lessons and change their values. Elianed Guzman, 14, said she knew little about her family except that they were from Mexico. She said in English how surprised she was to learn that she shared DNA with people in China, Japan and Korea. As the girls sat in small groups to check their results, with feelings from confusion to surprise, they began to understand what it all means. “Now I know I have family from everywhere.” said Amariah.
根据短文内容，选择最佳答案。(5 分)
()61. Why was Amariah Caudle’s mother surprised?
A. People had the chance to test their DNA. B. The European trace showed up in Amariah’s DNA. C. Maybe Amariah had European ancestry. D. Amariah shared genetic DNA with people from Asia.
()62. What does Diahan Southard think of the program?
A. It helps students understand their DNAs. B. It has a great power to bring people together. C. It will change their students’ DNAs. D. It should be introduced to more people around the country.
()63. What did the girl students learn from the program?
A. People need to accept who they are. B. We should learn more about family history. C. The results from the program are hard to believe. D. People around the world are connected with each other.
()64. Which is the correct order according to the passage?
a. For most of the girls, the DNA test was about their ancestry. b. As the girls sat in small groups to check their results, they began to understand. c. The girls sent samples of their DNAs to a DNA testing company last autumn. d. The program gives students an understanding of DNA at an important moment.
A. b-c-a-d B. a-c-d-b C. c-a-d-b D. d-c-a-b
()65. Which of the following is the best title for the passage?
A. Our Amazing Past B. Our Amazing Present C. Our Amazing Future D. Our Past, Present and Future

61.B 62.A 63.D 64.C 65.A

【分析】
本题为英语阅读理解题，包含细节理解、事件排序、主旨大意等题型。解题思路如下：1. 针对细节理解题（61、62、63题），需根据题干关键词定位原文对应段落，对比选项与原文内容，选出匹配项；2. 针对事件排序题（64题），需梳理原文中各事件的先后顺序，逐一对应选项；3. 针对主旨大意题（65题），需概括全文核心内容，排除偏离主旨的选项。
【解析】
61. 细节理解题：根据题干关键词“Amariah Caudle’s mother surprised”定位至原文第二段及第三段，原文提到Amariah的欧洲血统占13%，妈妈表示没想到该血统痕迹会出现在她身上，对应选项B（欧洲血统痕迹出现在Amariah的DNA中），故答案为B。
62. 细节理解题：根据题干关键词“Diahan Southard think of the program”定位至原文第四段，Diahan提到该项目能让学生理解DNA，对应选项A，故答案为A。
63. 细节理解题：根据题干关键词“learn from the program”定位至原文最后一段，学生通过测试了解到自己的家族来自世界各地，说明世界上的人相互关联，对应选项D，故答案为D。
64. 事件排序题：梳理原文事件顺序：c（去年秋天女孩们送DNA样本）→a（大部分女孩的DNA测试关于血统）→d（Diahan认为项目帮助学生理解DNA）→b（女孩们分组查看结果并理解其意义），对应选项C，故答案为C。
65. 主旨大意题：全文围绕学生通过DNA测试了解自身血统（过去的家族渊源）展开，对应选项A（Our Amazing Past），故答案为A。
【答案】
61.B 62.A 63.D 64.C 65.A
【知识点】
英语阅读理解细节理解题、英语阅读理解事件排序题、英语阅读理解主旨大意题
【点评】
本文讲述美国女校学生通过DNA测试探索自身血统的经历，题目设置全面，考查学生快速定位信息、梳理逻辑、概括主旨的能力，整体难度适中，适合初中阶段学生练习。
【难度系数】
0.6