On a recent night， while I was busy thinking about important social issues， like what to do over the week﹣end and who to do it with， I overheard my parents talking about my future． My dad was upset ﹣ not the usual stuff that he and Mom and， I guess， a lot of parents worry about like which college I' m going to， how far away it is from home． Instead， he was upset about the world his generation is turning over to mine， a world he fears has a dark and difficult future﹣﹣if it has a future at all．
"There will be a disease that kills millions， a disastrous energy crisis， a horrible worldwide depression and a nuclear explosion set off in anger．"
As I lay on the living room couch， listening to their conversation， starting to worry about the future my father was describing， I found myself looking at some old family photos． There was a picture of my grandfather who was a member of the class of 1942， the war class． Next to his picture were photos of my great﹣grandparents． Seeing those pictures made me feel a lot better． I believe tomorrow will be better than today ﹣﹣that the world my generation grows into is going Lo get better， not worse． Those pictures helped me understand why．
I considered some of the awful things my grandparents and great﹣grandparents had seen in their lifetimes： two world wars， killer flu， segregation（隔离） ， a nuclear bomb． But they saw other things， too， better things： the end of two world wars， passage of the civil rights laws．
I believe that my generation will see better things， too﹣﹣that we will witness the time when AIDS is cured and cancer is defeated． I will see things as incredible to me today as the internet to my father when he was 16．
1.Why was the author's dad upset on a recent night？
A. He was upset about which college for the author to go to．
B. He was upset that the college is too far from the author's home．
C. He was worried about his dark and difficult future coming soon．
D. What upset him is whether there is a future for the author's generation．
2.What was the author's first reaction to his father's worry？
A. Indifferent．
B. Optimistic．
C. Worried．
D. Sensitive．
3.What did those photos make the author understand？
A. The world was full of terrible things that could not be solved．
B. Though the world was full of terrible things， it would get better．
C. All those terrible things that worried the author actually didn't exist．
D. Those pictures showed that people never worried about their future．
4.What is the best title of the article？
A. Never worry about your future
B. Tomorrow will be better than today
C. The world will never be peaceful
D. All that exists will come to an end
Picasso Blue and Rose' at the Musée d'Orsay in Paris
Through Jan.6.2019
In its first major partnership with the Musée National Picasso﹣Paris， the Mus6e d'Orsay presents a show about Pablo Picasso's "Blue and Rose periods．"Some iconic（标志性的）Picasso works from this period in 1900～1906 ﹣﹣which experts consider a key point in his career﹣﹣will make their first appearance in France for this exhibit． The show features over 300 works， including 80 paintings， 150 drawings， sculptures and prints， alongside photographs and letters from this time in the artist's life．
‘Hodler Parallelism' at the Kunstmuseum Bern in Switzerland
Through Jan． 13， 2019
This year marks a century since the death of one of Switzerland's most famous painters： Ferdinand Hodler． To honor his great achievements， the Kunstmuseum Bem and Geneva's Museum of Art and History have joined forces for a show focused on his theory of parallelism． Hodler considered parallelism a key principle of his work and employed it through the use of repetition， patterns， symmetry（对称） and mirror images， The show features 99 of Holder' s works．
' Claude Monet' at the Albertina in Vienna
Through Jan． 6， 2019
For the first time in over 20 years， a large﹣scale Monet exhibit can be seen in Austria． The Alhertina has gathered 100 paintings from more than 40 international museums and private collections， including the Musée d'Orsay in Paris， the Museum of Fine Arts in Boston， the National Gallery in London， the National Museum of Western Art in Tokyo， and the Pushkin Museum of Fine Arts in Moscow． Highlights include the works： "On the Boat，" "Boulevard des Capucines，" "Grainstack in Sunlight，" and "The Japanese Bridge．"
1.What does Picasso's "Blue and Rose periods" mean？
A. His paints are full of blue color and roses．
B. It may mean the key point in his career．
C. It means the first appearance in Paris．
D. It means that Picasso fell in love then．
2.What is special about ' Claude Monet' at the Albertina in Vienna？
A. The paintings are from all over the world．
B. The paintings are all from international museums．
C. Monet's paints are exhibited first time in Vienna．
D. Claude Monet's most famous paintings are not included．
3.What do the three exhibits have in common？
A. The three exhibits displays only oil paintings．
B. The three exhihits won't end until January， 2019．
C. The three exhibits are all about less known painters．
D. The three exhibits were all about modern painters．
假设你是红星中学高三(1)班学生李华。上周六你和同学骑共享单车去购书时看到某些不文明现象。请根据以下四幅图的先后顺序，以“Our Meaningful Work”为题，给校刊“英语角”写一篇英文稿件，介绍事情的整个过程。
注意：词数不少于60。
提示词：共享单车shared bicycle
Our Meaningful Work
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
假定你是李华，你校摄影俱乐部（photography club）将举办国际中学摄影展。请给你的英国朋友Peter写封信。请他提供作品。信的内容包括：
1．主题：环境保护；
2．展览时间；
3．投稿邮箱：intlphotoshow@gmschool.com.
注意：
1．词数100左右；
2．可以适当增加细节，以使行文连贯。
3.提示：国际中学摄影展：an International High School Students Photography Show
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
___________________________________________________________________________
Food feeds the soul. To the extent that we all eat food, and we all have souls, food is the single great united across cultures. With food, there are more opportunities to connect to memory and family and place. 1.
Food as identity. French, Mexican, Chinese, and Italian cuisines each involve dozens of distinct regional foods. Every single culture and religion uses food as part of their celebrations.
2. Every season, every harvest, and every holiday has its own food, and this is true in America as well.
3. Sometimes food means living on. While the Chinese cooks who exported “Chinese” food around the world ate authentic cooking at home, the dishes they served, thus creating new cuisines entirely, were based on economic necessity.
Food as pleasure. Things have changed dramatically in the past 20 years when it comes to food in France. Some of the ideas of French food life may be a performance. France is this pastoral nation where people are spending five hours a day going to 12 different markets to get their food. 4.
Food as status. The introduction of global foods and brands has compounded food as a status symbol for some Chinese. 5. In China, people eat food not necessarily for taste, but for texture. You can find food from all of the provinces of China in Shanghai, as well as every kind of global food style imaginable.
A. Food as survival.
B.Food as community.
C.It’s the hardest to give up.
D. The celebratory nature of food is universal.
E.It is an accumulation, a function of your experiences
F.How and why you eat your food, is, of course, also very cultural.
G. But food in Italy is love, then nutrition, then history, then pleasure.
Boomerang children who return to live with their parents after university can be good for families, leading to closer, more supportive relationships and increased contact between the generations, a study has found.
The findings contradict research published earlier this year showing that returning adult children trigger a significant decline in their parents’ quality of life and wellbeing.
The young adults taking part in the study were “more positive than might have been expected” about moving back home – the shame is reduced as so many of their peers are in the same position, and they acknowledged the benefits of their parents’ financial and emotional support. Daughters were happier than sons, often slipping back easily into teenage patterns of behaviour, the study found.
Parents on the whole were more uncertain, expressing concern about the likely duration of the arrangement and how to manage it. But they acknowledged that things were different for graduates today, who leave university with huge debts and fewer job opportunities.
The families featured in the study were middle-class and tended to view the achievement of adult independence for their children as a “family project”. Parents accepted that their children required support as university students and then as graduates returning home, as they tried to find jobs paying enough to enable them to move out and get on the housing ladder.
“However,” the study says, “day-to-day tensions about the prospects of achieving different dimensions of independence, which in a few extreme cases came close to conflict, characterised the experience of a majority of parents and a little over half the graduates”.
Areas of disagreement included chores, money and social life. While parents were keen to help, they also wanted different relationships from those they had with their own parents, and continuing to support their adult children allowed them to remain close.
1.What is the finding of the previous research?
A. Boomerang children made their parents happier.
B. The parents were looking forward to their children’s return.
C. The parents’ quality of life became worse than before.
D. Boomerang children never did any housework.
2.The underlined word “trigger” in Paragraph 2 may be best replaced by .
A. cause
B. defeat
C. arise
D. allow
3.What is the attitude of the college graduates towards returning home?
A. They are ashamed of turning to their parents for help.
B. They are glad that they could come back.
C. They are doubtful about whether they should return.
D. They are proud to be independent from the family.
4.What can be inferred as the reason for the “boomerang children” phenomenon?
A. The children want to keep in closer touch with their parents.
B. The parents are willing to provide support to their children.
C. It is harder for the children to secure a satisfying job.
D. There is more house work needed to be done by the children.
