Most city parks are places where you can escape from big, ugly structures of metal and stone. The Manhattan High Line is different. Raised 25 feet above the ground, this massive metal structure once supported a rail line. The line opened in 1934 to bring trains directly into factories and warehouses. It was hardly used after the 1960s, and much of it was torn down. However, one section remained in an area of Manhattan called Chelsea. Chelsea was becoming more and more valuable as restaurants, art galleries and apartments were built, but the ugly railway structure remained as a dead weight. Everyone knew that at some time, it would have to be removed.
But the High Line was not destroyed. In fact, now the old rail line serves as one of the most peaceful places in the city. It holds an elevated park, with beautiful gardens, a sidewalk and great views of the city. The idea to change the rail line into a park came from Joshua David and Robert Hammond. In 1999, they attended a community meeting to decide the fate(命运) of the High Line. David and Hammond were the only people at the meeting interested in saving the structure for its historical significance. Later on, when they asked railway officials to take them up to look at the High Line, they saw a mile and a half of wild flowers growing in the middle of the city, and they realized that the High Line had potential to become a park. There was growing interest in improving urban centers, and so the project quickly won support and funds for construction were easily obtained.
The first section of the High Line opened in 2009 and immediately became popular with tourists and locals alike. Each part of the park has a different atmosphere. Some areas are like balconies (阳台)with wonderful city views. Where the rail line goes between buildings, trees are thickly planted. Other sections have wide walkways planted with wild flowers. Only the final section remains the way it has been for the last fifty years – a railway line overgrown with weeds.
1.The underlined phrase “a dead weight” in Paragraph 1 means_____.
A. something with potential to be better.
B. something with historical interest.
C. something which is a danger to people.
D. something useless which slows progress.
2.According to Paragraph 2, David and Hammond wanted to save the High Line because they_____.
A. thought it had historical value
B. wanted to reopen the train line
C. thought it would bring them money
D. were interested in improving the city
3.From the last paragraph, we can learn that the park ______.
A. is different in its design
B. is covered with trees
C. didn’t change at all
D. became a natural countryside
4.Which of the following is NOT true about the High Line?
A. It is situated above ground level.
B. Only part of the line remains.
C. It is now a popular park.
D. Trains still use the line.
As a boy I was always small for my age. I was also five years younger than one of my brothers and seven years younger than the other. As a result I often felt left out when their friends came over to play. I was either too small or too young for whatever they were doing and they didn't want their younger brother listening in on their conversations either. More often than not I found myself outside playing alone and feeling forgo
tten.
I remember one spring afternoon feeling especially lonely as I sat in the yard behind our house. We lived miles from town and I rarely saw my own friends outside of school. I heard my brothers laughing from inside the house and felt a single tear coming down my cheek. At that moment I saw a large brown dog walking over to me. He looked happy and his tail was wagging as well. Even though he didn't know me he greeted me like a long lost friend, licking my chin and sitting beside me on the spring grass. It must have been at least an hour that I petted and talked to this four-legged angel. He let me pour out all my troubles and share my deepest thoughts before he kissed my cheek goodbye and ambled off either to Heaven or his home. I went back inside feeling happy, knowing that no matter what life may hold I was loved. Now over 40 years later I still remember that angel with a smile.
I believe that God sent him in that moment of sadness to remind me just how much he loved me. There is nothing more important than knowing we are loved. When we are loved, we will learn to love others. Learning to love helps us to understand ourselves and other people better.
1.How did the writer feel when his brothers’ friends came?
A. Proud. B. Lonely. C. Worried. D. Happy.
2.The writer shared his troubles and thoughts with the dog because ______.
it was his friend
B. it could understand him
C. it was friendly to him
D. it looked like an angel
3.From Paragraph 2, we can learn that ______.
A. the boy met a long lost friend
B. the boy had no friends at school
C. the dog helped the boy realize that he was loved
D. the dog spent the afternoon with the boy and his brothers
4.The author wrote the story to______.
A. encourage people to talk about their troubles
B. tell people they should treat animals friendly
C. share his unforgettable experience with us
D. show knowing you are loved is the most important
The following are letters to the editor of a school newspaper
Dear editor,
I’d like to express my opinion about grades. Students should be allowed to study without worrying about grades. Fortunately, most educators are becoming aware of the fact that students have different interests and abilities. I understand that grades are useful, but grades often limit creativity. Competing for better grades causes many students to turn down opportunities to pursue music, dramatics and sports. Grades force an arbitrary(武断的) standard of success on everyone. I do not demand as some extremists do, that grades be removed immediately. However, I do believe that less emphasis should be placed on grades. I hope that someday grades will become optional at Village High School.
Magdalena Smith
Drama Club
Dear editor,
I’d like to say
something about grades. Let’s
face the facts about grades. Grades perform three basic functions. First, grades motivate students to work at their highest level of competence. Second, they act as a reward for hardworking students and as a punishment to students who do not work hard. Finally, grades are used as an effective standard by which to measure student achievement. Good grades help students to get jobs and to get into university. I've spoken with a number of students who have jobs, and most of them say that they were hired primarily on the basis of their grades. My grades helped me land a part-time job and will help me get into university next year. I think grades are extremely important at Village High School.
Simon Harper
Science Club
1.Which of the following is not Magdalena Smith’s opinion?
A. Students may give up the chance to learn music and sports for grades.
B. Students’ creativity may not be developed for grades.
C. Grades should not be used to measure a person’s success.
D. Grades should be taken away at once.
2.We can learn Simon Harper _____.
A. believes in the benefits of good grades
B. is concerned about students' creativity
C. doesn't work too hard at his studies
D. supports students' interests and abilities
3.From the second letter, we can infer that Simon Harper is a/an_____.
A. teacher B. headmaster C. student D. advertiser
One day I met a man in the hospital, who needed blood to save his daughter. He was struggling to get blood for her and curiously my blood type. My blood type was the same needed for his daughter. Before that I donated my blood, so I was afraid of doing this and didn’t know what to do.
Then suddenly I saw a little girl in the hospital, who was from a critical disease and needed blood from her six-year-old brother. Yes, from her younger brother, why?
His brother had suffered with the same disease and by God's kindness by developing the anti-bodies(抗体) needed to fight for the disease.
The doctor explained the situation to her little brother, and asked the boy if he would be to give his blood to his sister. I saw him for only a moment before taking a deep breath and saying
, "Yes, I'll do it if it will save my sister."
As the transfusion（输液）progressed, he smiled, seeing the returning to her sister's cheeks. But suddenly, his face grew pale and his faded. He looked up at the doctor and asked with a voice, "Am I going to die?"
Being young, the boy had the doctor; he thought he was going to give her all his blood and his life.
I felt , when that young boy, the fact of blood donation, got ready to give his blood, thinking that he will lose his life but save his sister's life. And I, being a mature person, knowing that this will not my life, I will not lose my life, save others’ lives and I was hesitant of doing this.
That moment my thoughts and I became enthusiastic about doing this important duty and felt that true by helping save that little girl's life.
If any patient dies due to a blood shortage, I will not call this the of doctors, as science is still not able to make blood artificially. Only we can save others’ lives donating blood.
1.A. tested B. askedC. noticedD. found
2.A. always B. ever C. seldomD. never
3.A. suffering B. dropping C. preventingD. recovering
4.A. almost B. onlyC. still D. also
5.A. survived B. diedC. correctedD. controlled
6.A. careful B. willing C. fearfulD. hard
7.A. shake B. defendC. hesitateD. bargain
8.A. sorrow B. relief C. colorD. pain
9.A. plan B. smile C. light D. pride
10.A. disappointing B. excitingC. tremblingD. satisfying
11.A. questioned B. misunderstood C. acceptedD. believed
12.A. lose B. protect C. save D. destroy
13.A. ashamed B. proud C. scared D. pleased
14.A. discovering B. designing C. unknowingD. collecting
15.A. improve B. select C. turnD. affect
16.A. so B. and C. orD. but
17.A. threw B. changed C. hurt D. stopped
18.A. happiness B. success C. purpose D. advantage
19.A.goal B. task C. faultD. nature
20.A. to B. for C. onD. by
— What do you want for breakfast, Mike?
— I think I _______ some bread and milk.
A. am going to have B. had C. will have D. am having
______ on top of the hill，you can get a good view 
of the whole city.
A．Stood B．Stand C．To stand D．Standing
