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_______ are playing an important part is well known to us all.

A. That who B. Those who C. Who that D. Who

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A. Unfair treatment by the senior executives.

B. The culture and tradition of the company.

C. The strict rules in the company.

D. Her low position in the company.

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A. To make peace with the executives.

B. To make suggestions to the company.

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A. she was forgiven by her former executives

B. she was accepted by the company again

C. her painful experiences there was valuable for her

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Alexis helped Sue into the car, and then applied a piece of cloth to Sue's injured leg. "We're going to get you to a hospital," Alexis said. Then she heard her father shout loudly. He had been knocked to the ground. Alexis took hold of a hammer from the car and ran to where her father lay on his back. She beat the deer's head and neck, but the blows didn't scare it away. "I was losing faith," she says. "A couple more strikes, Alexis," said her father. "You can do it." Turning the hammer around, Alexis closed her eyes and beat the deer's neck with all her strength. When she opened her eyes, the deer was running away. Alexis got in the driver's seat and sped toward the nearest hospital.

After Sue was treated, she tearfully thanked her rescuers. "You expect a teenage girl to get on the phone and call for help," she says, "not to beat up a deer."

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A. She was driving home.

B. She was resting on the road.

C. She was taking exercise.

D. She was feeding wild animals.

2.What did Alexis do to save Sue?

A. She pushed the deer away.

B. She hit the deer with her feet

C. She drove the car to hit the deer.

D. She beat the deer with a hammer.

3.Which of the following words can best describe Alexis?

A. Strong. B. Cruel. C. Energetic. D. Brave.

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A. A Woman Was Seriously Injured

B. A Dangerous Deer Attacked a Woman

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D. A Teenager Saved Others from a Deer Attack

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Understanding one's own history is important for young people's learning and development. Students are often asked to write a story about their own family's history or about a special person in their family. But too rarely do students focus on the history of their own community or their own people, in a way that helps them to understand why they find themselves in a particular situation.

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Many people I have been talking to about this issue agree that not only schools but also public bodies and families have failed to educate young people about their own history. And I know from my own experience how difficult it was for my father to talk about his family's experience in 1944.This may be a reflection of the sadness that people feel about that history and not wanting to make it a burden on their young people. But in today's situation, those I spoke with now clearly see that as a mistake.

If our society is ever to find a way to properly deal with the influence of our own history, including what has happened to our Native American, African-American and Latino friends, our schools must step up to help young people understand their own stories. Families and related social bodies must do the same.

1.According to Paragraph 1, a good knowledge of our own history can help us_____.

A. become good at writing stories

B. make our influence on the society stronger

C. gain a good understanding of our present situation

D. understand the importance of learning and development

2.What does the underlined phrase "grapple with" in Paragraph 2 mean?

A. Manage. B. Recover.

C. Exercise. D. Determine.

3.It can be inferred from Paragraph 3 that the author's family's experience in 1944 was_____.

A. interesting B. surprising

C. harmful D. painful

4.The passage mainly encourages us to_____.

A. write our own stories

B. learn our own history

C. understand the importance of history

D. have a proper attitude towards history

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