C. The ship used to belong to the British Navy. D. There was not much treasure on the ship.
5. What will Jim and Dan do with the HMS Ontario shipwreck?
A. They will take it to the surface when they get more financial fund. B. They will make it a popular diving spot.
C. They will reveal the location of the ship when the video is released. D. They will leave the shipwreck where it is.
6. Which paragraph is Not about the finding of Jim and Dan?
A. Paragraph 3. B. Paragraph 4. C. Paragraph 5. D. Paragraph 6.
Careful Reading – Passage 4
Self-Portrait with Straw Hat (1887), a van Gogh self-portrait done in Paris, is one of his most intriguing yet most neglected works. The artist‘s gloomy eyes stare out from his face in half-profile, facing to the left, and the world-weary expression initially appears to support the view of critics such as James Risser, who explains van Gogh‘s self-portraits as a sustained search for identity.
Self-Portrait with Straw Hat (1887) initially appears to comply with Risser‘s evaluation. In this work, the painter depicted himself wearing a jumper of intense blue before a background done almost entirely in gray but with noticeable blurs of blue—most notably in the top right corner. Overall the painting appears to be unfinished, a hastily done portrait that the painter abandoned to create more lasting works.
In its incomplete state we can precisely read ―an unfinished life,‖ and in the wild strokes of casual blue in the background and splashed across the artist‘s garments we are instantly confronted with the sense of growing ―more and more out of control.‖
But is this an accurate evaluation? On the one hand, Risser seems to have legitimate cause for envisioning van Gogh‘s self-portrait as psychological self-analysis, a painting that ―reveals an emotional intensity hiding beneath the surface‖. But is the chaotic surface effect of the blue in this painting actually a form of self-criticism, the artist‘s own intense and emotional despair over his loss of control—or is it representative of an underlying aesthetic whose focus is not the painter himself? An intriguing alternative exists: van Gogh may not have painted the self-portraits as psychoanalytical evaluations of himself, but instead merely as experiments in technique. The artist often stated that he painted himself only because he lacked other models, a view found in the critical work of both Richard Kendall and T.J. Shackelford. Perhaps, then, van Gogh was not trying to learn about himself but about art as a whole while painting these portraits and hence we ought to read the self-portraits as a series of statements about art itself. The key to this analysis may be a careful exploration of the special color symbolism van Gogh attached to the color blue. Unlike our everyday association of blue with melancholy or boredom, the artist imagined blue as a symbol for the infinite or the limitless. Such a view calls into question the idea that self-portraits such as van Gogh‘s Self-Portrait with Straw Hat (1887) were a psychological profile of the artist‘s melancholy or despair. Instead, when we consider blue‘s special symbolic role as the infinite in van Gogh‘s Paris self-portraits, we discover a new narrative describing the painter‘s own aesthetic: his insistence that the future of art lay in expressive rather than realistic methods.
1. What does James Risser think of van Gogh‘s self-portraits?
A. Different self-portraits represent van Gogh‘s different attitude towards life. B. Many of his self-portraits have been neglected by critics. C. Van Gogh sought for identity through all his self-portraits.
D. Van Gogh expressed his weariness of the world in most of his self-portraits.
2. Which description is mentioned in the second paragraph about van Gogh‘s Self-portrait with a Straw Hat?
A. The painting is not well done. B. The painting mainly used gray.
C. The painter used blue but erased it later. D. The portrait showed a depressed emotion.
3. Who felt that the self-portrait showed ―an unfinished life‖?
A. Van Gogh himself. B. Risser‘s opponents. C. The author. D. James Risser.
4. According to Richard Kendall and T.J. Shackelford, the Self-portrait with a Straw Hat may not have anything
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to do with __________.
A. van Gogh‘s painting technique B. the symbolism of color
C. the psychological analysis of the painter D. the painter‘s aesthetic
5. According to van Gogh himself, his self-portraits were intended to be __________.
A. narrative B. expressive C. analytic D. artistic
Careful Reading – Passage 5
It took me a decade to realize that the world has no shortage of fashion designers who are capable of making trendy, elegant, sexy and sophisticated garments, but that it is badly in need of, simply, clothes designers. My own definitions would set fashion and clothing greatly apart. It is a fact that, in the world of metropolitan shopping malls and high-end boutiques, there are plenty of beautiful garments whose very unpredictability make our life colorful, and compel a multitude of desires. You are almost convinced: you can buy whatever you dare to think. As experience grew with age, my attraction to art became ever stronger. The world of art revealed new spiritual prospects, a food for the heart and the sense of happiness that comes from catching sight of a friend from a past life. My journeys into the remote countryside, far away from urban life, carry me to deeper thoughts and explorations of the values of life. I am no longer satisfied by the practical and ornamental functions of clothing that are changing in modality, nor breakthroughs in form, much less does the drive for reputation or profit enter into my work. I yearn strongly for clothing to stand as does paint to the painter, as does stone to the sculptor, as a simple and particular language of an individual creation, which draws the audience from an appreciation of the surface to deeper thoughts and conversations with the world of the soul. I have a strong desire to explore the mental life and spiritual world of human beings. And through the works of hand that have touched me deeply, I believe that the most sublime and most meaningful creative motives should arise through caring for other people, the ultimate care of humanity—a concern for human feeling and spirituality. This includes love, but it is bigger than love, and it is unconditional. I believe the greatest works of art can touch the deepest and strongest parts of human feeling and the world of the spirit, and only these works can be the memories of history, preserving the most valuable feelings that have ever existed, and inspiring a greater awareness of ourselves.
I am not satisfied if people only appreciate clothing if it makes them happy, or visually appealing, or merely serves their needs. I believe clothing could be a specific creative language, and has infinite possibilities for communicating ideas and transmitting thoughts, for inspiring you and shaping your behavior. The spiritual qualities which I pursue stand in complete opposition to the trends of modern fashion What I find profoundly engaging are the primitive eras of human history, when people held nature in the deepest reverence and made objects of the utmost simplicity. Those crafts fashioned out of necessity, and not by the hands of celebrated masters, possess a power that can endure across the ages. These designs may still resonate through the millennia and arrest the values of contemporary fashion. This is what I have pursued, for clothing to return to its original simplicity. For our sensibilities which have been over-stimulated by fashion, we must regain a natural sense of clothing. Genuine fashion today should not follow the glamor of trends. It should instead uncover the extraordinary in the ordinary, for I believe that the ultimate luxury is not the price of the clothing, but its spirit.
1. According to the author, the fundamental factor a fashion designer needs to consider is __________.
A. the unpredictability of the clothing B. the desires of the consumers C. the creation of the clothing itself D. the shifting trend in fashion
2. The author‘s desire for art was inspired by __________.
A. the life of one of his friends‘ B. his experience as a designer C. his journey in the countryside D. the consumers‘ changed need
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3. Which of the following is of least interest to the author in his designing work?
A. The functions of clothing. B. The spirit implied in clothing. C. The appreciation of the consumers. D. The prospect of reputation and profit.
4. By saying ―This includes love‖ (Sentence 7, Paragraph 2), the author regards love as __________.
A. that can be achieved through the works of hand B. a form of concern for human feeling and spirituality C. the most important component of the spiritual world D. one of the most sublime and meaningful creative motives
5. The author indicated that the primitive crafts were made as a result of __________.
A. respect for nature B. simplicity C. necessity D. spiritual pursuit
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Fast Reading -- Passage 1 Secrets of Grade-A Parents
Helping your child get ahead at school starts at home
When Carey Graham started Grade One, he got a very special teacher. ―She recognized my passion for learning,” says the now 20-year-old. ―Every morning we‘d sit down with workbooks and do writing and math exercises. And any time during the day, she could always be counted on to read to me. She always encouraged me to learn all I could about everything.‖
This extraordinary teacher was his mom, Jeanne Lambert, who homeschooled Graham until high school. He‘s now in his second year in the University of Toronto‘s Peace and Conflict Studies program, having received a provincial ―Aiming for the Top‖scholarship. Graham is considering a law degree or a master‘s in political science down the road. He attributes his academic success to the foundation laid by his parents.
―They understood the importance of reacting to a child‘s interests,” says Graham.―Every opportunity—whether building an addition to our house or a family trip outside—was used to enhance my learning.‖
While Graham‘s type of education is becoming more and more popular, most people can‘t give up the time or income to teach their kids at home, and many are more confident in mainstream schooling. But even if you send your kids off on the school bus every morning, you can still give them many of the benefits of homeschooling. After all, you‘ve been teaching your children successfully since infancy, and that teaching role doesn‘t end just because a child is in school. Parents need to remind themselves that no matter how qualified their child‘s teacher, they are the ones who know their child best—what motivates and excites him, when he has the energy to learn.
―You can‘t be a parent without being a teacher,” says Bruce Arai, a professor in the Department of Sociology and Anthropology at Wilfrid Laurier University in Waterloo, Ontario.
―Perhaps the most important teaching in a child‘s life is done by his parents, not by some professional with certificates,” he says.
Homeschooling isn‘t about sitting your kids down in the kitchen and teaching them in the formal sense, says Arai, but about ―making sure the resources and opportunities for learning are available to them.‖ And that, any parent can do.
Here, then, are some methods that parents who would never consider homeschooling can pick up from those who do.
Lesson 1
Think Outside the Classroom
―Education can take place anywhere,” says homeschooler Gina Rozon of La Ronge, Sask.
When her ten-year-old daughter, Liana, became interested in rocks, Rozon didn‘t just consult a book for information. ―I phoned some friends until I found somebody who knew somebody who knew somebody who was married to a geologist (地质学家). He was happy to come over and examine Liana‘s rocks with her. He also told us about his job at a mine and the education required to do it.‖
When homeschooler Kerri Paquette, a mother of six, was building a house in Lansdowne, she saw it as a learning opportunity.
―They learned math as we measured, about soil as we dug the foundation, about water while we did the plumbing, and about electricity when we did the electrical work. My children make the subjects come alive as much I do,” says Paquette.
Her kids, aged three to 13, continue to view the world as their classroom. They study food and plant growth through their organic garden. They learn about cows by talking to the neighboring farmers. And they learn math, measuring and science while helping Paquette cook. ―The other day my nine-year-old, Maddison, started learning a new educational computer program. The section on fractions was all new, but she knew it from when we bake.‖ Every activity, says Paquette, can include a lesson.
Lesson 2
Eliminate Learning Limits
A teacher with a class of 25 students can‘t continue a unit on, say, the body just because one child is still keen—but you can.
―We don‘t have a time frame that restricts our investigations, and we don‘t have a daily schedule,” says Linda Clement, who homeschools her two daughters in Victoria. When her 14-year-old showed an interest in the human body, the curious student read dozens of relevant books and surfed web sites. Janet‘s curiosity took her in all sorts of directions: a dictionary of poisons and antidotes, an encyclopedia of medicine, books about human personality and much more.
The benefit to your child goes beyond a thorough knowledge of a subject. Studying deeply a topic builds independent research skills and a love of learning.
―If my children are interested in a subject,” says Clement, ―we can go as far into the subject, answering
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as many questions as they have, for as long as is necessary. This freedom encourages their investigations.‖
Lesson 3
Teach Your Kids Their Way
Some children are visual learners (they absorb best when they see something), some are auditory (they need to hear it), some are kinesthetic (they need hands-on experience) and some are a combination. Uncovering how your child learns best will increase your effectiveness in helping him or her with schoolwork. Unsure of your child‘s learning style? Ask his teacher.
The way Melissa Cowl‘s six children, aged three to 15, pick up on math highlights the great differences in learning styles. ―Our ten-year-old, Matthew, needs everything in black and white: Tell him what to do and how to do it, and it‘s done,” says the mother. ―He had a math text that was too colorful, with a layout that was difficult to follow. I switched to a text that was more step-by-step, more concrete. Now he does math tests with no trouble.
―Our eight-year-old, Ryan, however, is very hands-on. For math, he uses a variety of colorful pens to figure out things like addition and fractions. He needs to see it and feel it. Not one of my kids learns the same way as the others.‖
Lesson 4
Let Them See You Learn
One of the best parts of homeschooling is that you can continue your own education—and your kids can see you doing it and pick up on your love of learning. The same principle can be applied by any parent.
―Learning never ends,” says Julia Goforth, a homeschooling mother of four. ―We try new things all the time, whether I‘m reading something new or we‘re all tasting foods we‘d never normally eat.‖
Reversing the roles also has benefits, giving kids a sense of pride in their own newfound knowledge. ―Today my 12-year-old daughter, Denise, explained to me how she figured out a math problem. She‘d wound up with the right answer, but I didn‘t understand how she managed it,” says Rozon. ―Our kids are teaching us all the time.‖
Learning doesn‘t always go smoothly, for kids and adults alike, which is why it‘s important for children to see their parents struggle with something new.
―My children watched me turn my life around by trying new things,” says
Goforth.―I went from being a fearful, stay-at-home mom to an adventurous artist‘s model and public speaker. Learning to belly dance and play the violin is on my to-do list this year.‖
Lesson 5
―Own‖ Your Children‘s Education
―Helping them isn‘t about showing your kids how to do the work. It‘s about being genuinely interested and having regular conversations about what they‘re learning,” says J. Gary Knowles, a professor at the Ontario Institute for Studies in Education.
Rozon has many suggestions for how to get more involved. ―Get to know the teacher. Discuss ways to design the assignments to your child‘s learning style. Spend time in the classroom. Ask for outlines of unit studies so you can find additional materials at the library or through videos. Read your child‘s textbooks: If you work a few pages ahead, you‘ll be able to help them with problems they encounter.‖
Reading is another must, says Rozon. ―Even after your children can read themselves, hearing somebody else read aloud is important. We nearly always bring a book wherever we go; we read for at least a half hour before bedtime.‖
The more engaged a parent is, the more the child benefits, adds Bruce Arai. ―The evidence is clear: Parental involvement is one of the most important factors in school success. The hours children spend in class are but one element of their education.‖
―I see every moment of every day as a learning experience,” says Goforth. ―The most satisfying part of it is seeing the love of learning continued. I‘m not controlling my children‘s desire to learn by insisting they learn. They learn because they want to.‖
Adds Jeanne Lambert, mother of Carey Graham: ―Make the time, take the time, guide, lead, and encourage. If nothing else, your children learn you care, and that‘s the most important lesson you can give them.‖
1. Who is Carey Graham‘s special teacher when he started Grade One?
A. His elder sister. B. His elder brother. C. His father. D. His mother.
2. Carey Graham may most probably study __________ after his graduation from university.
A. biology
B. political science
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