新闻六要素是（）。

As darkness fell, hundreds of people in the Swiss village left their houses. They were staring      36  at the mountain top in the distance. It was covered with  37 , beautiful and dangerous.

The huge mountain is called Matterhorn. Mountain climbers had   38  the top, using the southern route. But no one had ever dared to try a winter climbing up the   39  side. But now one man was daring to try the   40  route. He was Walter Bonatti, a great mountain climber from Italy.

For two days he had climbed. The village people had watched him   41 . Now they were waiting to see his   42 . If he planned to   43  the next day, he would light a green signal. A red light would mean that he was   44 .

A tiny green light   45 high on the mountain side. Bonatti was not giving up! The people      46 .

The next day he   47  his way upward. He was so lonely and so tired! But he would not give up. Again that night he lit the   48 light.

In the morning, Bonatti looked up. He could not see the top, but he knew he was   49  there.   50  the climb was painful, he moved up.

Bonatti had spent months   51  for the climb. Was the training enough? Did he have the strength and   52  to climb to the top?

He was finally at the top! News about his   53 was radioed to the world.

The trip down the southern  54 was easy. He was warmly welcomed in the village. He had done the "  55 ", and would be well remembered as a climber of all time.

小题1:..

A．up

B．down

C．back

D．forward小题2:..

A．green trees

B．flowers

C．rocks

D．ice and snow小题3:. 

A．passed

B．reached

C．climbed

D．watched小题4:. 

A．eastern

B．western

C．northern

D．southern小题5:. 

A．different

B．difficult

C．easy

D．same小题6:. 

A．anxiously

B．carefully

C．patiently

D．eagerly小题7:. 

A．signal

B．flag

C．face

D．figure小题8:. 

A．go down

B．come back

C．go on

D．give up小题9:. 

A．turning around

B．turning back

C．moving up

D．in danger小题10:. 

A．raised

B．rose

C．disappeared

D．appeared小题11:. 

A．cheered

B．shouted

C．laughed

D．jumped小题12:. 

A．stopped

B．abandoned

C．continued

D．ended小题13:. 

A．green

B．yellow

C．blue

D．red小题14:. 

A．already

B．surely

C．almost

D．no longer小题15:. 

A．Because

B．Though

C．Since

D．When小题16:. 

A．asking

B．planning

C．preparing

D．training小题17:..

A．money

B．wish

C．effort

D．skill小题18:.

A．victory

B．climb

C．courage

D．thing小题19:..

A．pace

B．route

C．path

D．passage小题20:..

A．necessary

B．great

C．important

D．impossible

缺铁性贫血的临床表现少见的是（）

A.原发病的临床表现

B.皮肤苍白、活动后气短

C.细胞含铁酶缺乏的表现

D.外胚叶营养障碍的表现

E.视 * * 水肿、脾脏肿大

病人在适应病人角色过程中与其病前的各种角色发生心理冲突，感到焦虑不安、烦恼，甚至痛苦，属于一种（）

A.角色冲突

B.角色恐惧

C.角色强化

D.角色障碍

Teach for America (TFA) was founded by Wendy Kopp in 1990. It is a non-profit organisation that recruits top-notch graduates from elite institutions and gets them to teach for two years in struggling state schools in poor areas.

I had thought the programme was about getting more high-quality teachers — but that, it appears, is a secondary benefit. “This is about enlisting the energy of our country’s future leaders in its long-term educational needs, and eliminating inequity,” Wendy explains. It’s great if “corps members”, as TFA calls its active teachers, stay in the classroom — and many do, and rise quickly through the ranks.

But the “alums”, as she calls those who have finished their two-year teaching, who don’t stay in schools often go on to lead in other fields, meaning that increasing numbers of influential people in all walks of life learn that it is possible to teach successfully in low-income communities, and just what it takes. “It means you realise that we can solve this problem.”

As she continues to talk I realise that TFA is — in the best possible sense — a cult. It has its own language (“corps members”, “alums”), recruits are instilled (“We tell them that it can be done, that we know of hundreds, thousands, of teachers attaining tremendous success”), go through an ordeal (“Everyone hits the wall in week three in the classroom”), emerge transformed by privileged knowledge (“Once you know what we know — that kids in poor urban areas can excel — you can accomplish different things”) and can never leave (alumni form a growing, and influential, network). I have not seen the same zeal when talking to those on the equivalent programme in England, Teach First., in which the missionary-style language imported from America had to be toned down, because it just didn’t suit the restrained English style. But could that favour be necessary for its success

Chester, an alum, takes me to visit three TFA corps members at a middle school in the Bronx. They are impressive young people, and their zeal is evident. Two intend to stay in teaching; both want to open charter schools. One, a Hispanic woman, is working out with a friend how to educate migrant Hispanic labourers in Texas; the other would like to open a “green” charter, but in the meantime he has accepted a job with the KIPP charter group in Newark, New Jersey.

All three are tired. Their classrooms are not much like the rest of the school where they work, and their heroic efforts are only supported by Chester and each other, not by their co-workers. “The first year was unbelievably bad,” one tells me. “So many years with low expectations meant a lot of resistance from the kids. Eventually they saw the power and the growth they were capable of.”

The author is most likely（）

A. a graduate from elite institutions

B. an education correspondent

C. a TFA teacher

D. a Teach Firster