题目内容：

    When she first started learning about climate change from one of her elders, Fawn Sharp was invited on a helicopter flight over the Olympic Mountains to survey the Mount Anderson glacier.

But the glacier was gone, melted away by the warming climate.

Sharp, president of the Quinault Indian Nation, Washington, US, remembers a deep sense of loss when she discovered the glacier wasn’t there anymore.

Loss is a growing issue for people working and living on the front lines of climate change. And that gave Jennifer Wren Atkinson, a full-time lecturer at the University of Washington Bothell, US, an idea for a class.

This quarter, she taught students on the Bothell campus about the emotional burdens of environmental study. She drew on the experiences of Native American tribes (部落), scientists and activists, and asked her 24 students to face the reality that there is no easy fix – that “this is such an intractable problem that they’re going to be dealing with it for the rest of their lives.”

Student Cody Dillon used to be a climate science skeptic (怀疑论者). Then he did his own reading and research, and changed his mind.

Dillon isn’t going into environmental work – he’s a computer-science major. Yet, the potential for a worldwide environmental catastrophe seemed so real to him five years ago that he quit his job and became a full-time volunteer for an environmental group that worked on restoration projects.

But six months into the work, he decided that wasn’t the right response, either. “I didn’t really feel like I had an impact,” he said.

Atkinson’s class was just what he was looking for – a place where he could discuss his concerns about a changing climate, and also learn more about what’s being done in response. “You really see the amount of passion and drive a lot of these activists are putting in,” he said.

Atkinson said she hopes the class helped her students prepare themselves for the amount of environmental loss that will happen over their lifetimes.

“We are already transforming the planet – so many species and communities are going to be lost, displaced or massively (巨大地) impacted,” she said. “The future isn’t going to be what they imagined.”

Lauren Morrison, another student, said she felt empowered by learning about climate change actions around the globe.

“It’s easy to feel defeated, but all over the world, people are stepping up,” she said.

1.Why did the author mention the case of Fawn Sharp?

A.To lay a basis for Fawn Sharp’s further research.

B.To lead into the issue of loss caused by climate change.

C.To show scientists’ concern about the Mount Anderson glacier.

D.To show Fawn Sharp’s work is similar to Atkinson’s.

2.What’s the main purpose of Atkinson’s class?

A.To help students face emotional impact of a warming planet.

B.To explore how different people deal with climate change.

C.To find solutions to the Olympic Mountains’ environmental issue.

D.To make students aware of the current state of the global climate.

3.The underlined word “intractable” in Paragraph 5 is closest in meaning to ________.

A.simple B.interesting

C.complicated D.common

4.How did Atkinson’s class influence Dillon?

A.It changed his mind and aroused his interest in climate science.

B.It made him realize a planet-wide climate disaster would happen.

C.It encouraged him to be more involved in environmental protection.

D.It inspired him to work on restoration projects for the environment.