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---         at the new class?

--- Fine, I’ve got used to the teaching there and I’ve made some friends with my classmates.

A．How are you                                              B．Are you getting on well

C．How are you doing                                     D．How do you do

C

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“Racism (种族歧视) is a grown-up disease,” declares the saying on Ruby Bridge’s website along with a photo of Mrs. Bridge today, a 6-year-old girl four decades ago. In the photo, she is walking up the steps of the William Frantz Public School in New Orleans, a little black girl accompanied by two officers who protect her on her way to school.

       Her name then was Ruby Nell. It was Nov. 14, 1960. She was the first black child to enroll at this all-white elementary school according to the court order to desegregate in New Orleans schools. Her story is moving -- she was a very courageous child -- and remains a significant proof against intolerance (不宽容) of all kinds. Ruby’s photo brings out another powerful image on her website: Norman Rockwells symbolic painting for Look magazine on Jan. 14, 1964, “The Problem We All Live With.”

       Rockwell was an illustrator of exceptional skill and charm. He produced a vast number of unforgettable images over a long career, many of them involving children. His American kids are innocent and appealing, but often, at the same time, decidedly naughty. His method was to photograph his models, and the resulting paintings were photographic． But it is revealing to see how the artist slightly changed facial expressions from photo to oil painting in order to make his paintings communicate with the viewer. Communication, even persuasion, lay at the back of his work; this was art for effect.

       “The Problem We All Live With” belongs to Rockwell’s later work, when he began openly showing his strong belief in liberty. This is a highly persuasive image. Before he arrived at the final copy, one sketch (草图) shows the little girl closer to the two officers following her than to those in front. In the finished picture, the girl seems more determined, independent, and untouched． The unfriendly tomatoes thrown on the wall are behind her now, and she, is completely unaffected．

Ruby Nell was protected by officers on her way to school, because    .

       A．she was a little fighter against racism

       B．she was very young, short and timid

       C．she was the first black to study in an all-white school

D．she was chosen by the com t0be’wi’th white children

According to the passage, “The Problem We All Live With” is a(n)      .

       A．social program for American children

       B．famous painting by Norman Rockwell

       C．photo displayed on Ruby Bridges’ website

       D．exhibition at the Norman Rockwell Museum

The word “desegregate” in paragraph 2 probably means“    ”.

       A．fight against the white B．end racial separation

       C．struggle for freedom D．stop the black-white conflict

The main topic of this passage is    .

       A．how Rockwell encouraged Ruby to fight against racism

       B．how Ruby won her fight to go to an all-white school

       C．how Rockwell expressed his protest in .Iris work

       D．how persuasive Rockwell’s earlier work of art is


How old is “old”?  The answer has changed over the years. Two hundred years ago，you were old at 35.At the beginning of the 20 th century，the average life span（平均寿命）was 45. In 1950，70-year-olds were really old.Today，a healthy 70-year-old is still thought young.
So，how old is old? The answer is one you’ve heard many times，from all kinds of people.“You are as old（or young）as you feel.”Your age simply tells you how many years you have lived.Your body tells you how well you’ve lived.
“Nobody grows old by living a number of years.” wrote a writer.“People grow old when they don’t have their ideals.”
People shouldn’t have the wrong ideas about aging.Sometimes，older minds can be as bright as young minds.Alice Brophy once said，“It makes me unhappy when people say，‘You look young for your age。’ What does that mean?
You know you can die old at 30 and live young at 80. ”
53.The meaning of the underlined word “aging” is “        ”
A．growing old      B. staying young    C. keeping healthy      D. feeling unhappy
54.Which question is NOT answered in the passage?
A. Can older people be as bright as young people?
B. What tells you how well you’ve lived?
C. How old is “old”?                     
D. what is the average life span today?
55.The passage is mainly about __________ .
A. the average life span                     B. aging
C. the 20th century                         D. older people and young people

—It’s really a surprise th at the manager should have no idea about the plan.

    —Of course he doesn’t, for the plan was made in his           .

    A．shortage B．analysis C．absence  D．presence

 
阅读理解。
     Several animal species including gorillas (大猩猩) the in Rwanda and tigers in Bangladesh could risk
extinction if impact of climate change and extreme weather on their homes is not handled, a UN report
showed on Sunday.
     Released during the course of global climate negotiations in Durban, the report by the United Nations
Food and Agriculture Organisation (UNFAO) shows how higher temperatures, the rise in sea levels,
deforestation and overuse of land have damaged the habitats of certain species, especially in Africa.
"Many ecosystems have already been affected by increasing population, historical and recent
deforestation, short-lasting management practices and even invasive species," Eduardo Rojas, assistant
director general at the UNFAO's forestry department, said at the release of the report.
     The most affected areas include mountains, islands and coastal areas, which limit the possibilities for
animals to move elsewhere and create new habitats. "The remaining populations are limited to very small
ecosystems. They have inbreeding (近亲繁殖) problems.., and at the end these species may disappear,"
he added.
     Other examples of affected animals include elephants in Mall, lions in Serengeti and crocodiles in
Malawi. The report says about 20~30 percent of plant and animal species will be at higher risk of
extinction due to global warming and a significant number of local species may disappear by 2050 as a
consequence. Other consequences could include the spread of invasive species and infectious diseases,
it said.
     The report urges more focus on restoration of damaged ecosystems, especially those key to dealing
with climate change such as inland waters, forests and grasslands. The UNFAO also called for the
creation of movement channels for animals in areas where their movement was affected. The organization
said while more resources (资源) were flowing to biodiversity conservation, more action at th
government and policy level was needed. It also urges local communities to develop projects that ease
the effect of climate change on wildlife, naming ecotourism activities as an example.
1. What does the author tell us in Paragraph 2?
A. The theme of global climate negotiations in Durban.
B. The subject of research done by Eduardo Rojas.
C. Harmful effects of damage done to ecosystems.
D. Causes of damage done to ecosystems.
2. Why are animals living in mountains, islands and coastal areas most affected?
A. They are frequently attacked by invasive species and infectious diseases.
B. They have difficulty finding enough food for survival.
C. They have little chance of moving to other places.
D. They can hardly find mates to produce their young.
3. To avoid extinction of some animal species, the UNFAO suggested all the following ways
       EXCEPT ______.
A. restoring damaged ecosystems
B. limiting world population growth
C. creating movement channels for animals
D. urging governments and local communities to take action
4. What would serve as the best title for the passage?
A. Climate change and ecotourism
B. Human activities and the animal kingdom
C. Gorillas, tigers at risk due to climate change
D. How to balance human development and animal rights

           Learning inside the museum

        Museums have an important role in providing learning services to users，especially school

    children．Some learning services will provide a range of formal teaching opportunities in the

    museum；others will work closely with school teachers so that these teachers can make better use

    of the learning resources available through displays and exhibitions，databases，handling

      collections and museum staff.

        In an ideal world，every museum would have at least one learning or education specialist．He

    or she would be a trained teacher who also had a good understanding of museums and museum

    collections，and a strong feeling to help people-especially children-use and learn from them.

        A museum education specialist is of great value. For most museums the establishment of

    such a post should be high priority. He or she is the only member of staff with training in the

    psychology of learning，and has considerable experience of analyzing complex concepts and－

    presenting them in a simple way to a non-specialist audience. The education. specialist is，indeed，

    the only professional interpreter in the museum.

          It is clearly reasonable，therefore，for the museum to make full use of the education

    specialist's skills，and to involve him or her in all aspects of interpretation and the planning of

    new displays and exhibitions．Museum learning is not just about teaching children，though

    children may be its principal audience.

        Many small museums tray not be able to employ an education specialist of their own．For

    them，there are other possibilities. One is that the local Schools Service may be able to lend a

    teacher to the museum，perhaps for two or three years，ivho could be trained to apply teaching

    skills to the museum context: Another is that suitable volunteers may be available in the

    community-perhaps retired teacher:，or teachers not presently working-who may be willing to

    give some of their time to the museum. Another possibility is sponsorship：a large company

    might be willing to finance tl-to appointawnt 4 an education、pecialist for a few. years．

        An important part of thu= work for the edUcatiOri specialist in a museum is to establish strong

    links with its local schools．He or she is a communicator who has responsibility for keeping

      contact with the teachers at local schools. He of she should make sure that the schools know

    what is going on at th：nusezim arid how they can make use of it，and that the museum staff

    know about developnww：in the school。‘Above 4.11，it is their responsibility to find out what

    schools want，and to en、ure that the museum does its best to meet those requirements．There

    needs to be a continuing dialogue between teachers and museum：the museum needs to know

what the teachers are teaching；teachers need to learn how the museum could help，and what

resources they could use．

    The look of wonder on a child's face can be the reward for a lifetime's work in museums．

The aims of museum learning are to establish contact between people-whether children or

adults-and objects；and not to teach facts，but to sow（播）a seed of interest，a spark（火花）of

inspiration.

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