Expressionism Expressionism is an art movement that produced a wealth of wonderful works of art, and the lives of the artists who created them were no less colorful and exciting. The word "expressionism" can be used to describe art from different times and places, most of them were part of a movement that took place in Germany from 1905 to 1920. They shared some of the beliefs. Those beliefs were that art should try to change society, to make it less conservative. It should express the energy of nature—following in the footsteps of Vincent van Gogh—-and personal feeling rather than simply representing nature. It should feel "uncomfortable", which means it should challenge the traditional ways of looking at the world. This differed from the opinion of Henri Matisse who believed that art should be "comfortable". Expressionist art should be inspired by folk art, and the art of what were then called "primitive" people, for example from Africa. The aim of the Expressionists was to express personal feeling about what they were painting rather than representing it exactly as it was. It should have strong colors and shapes, be relatively direct, untutored and unplanned and should still contain recognizable things, but not be realistic. The lines could be distorted, and the colors could be strengthened or changed as in the art movement that began in 1905 called Fauvism. Expressionism was more than a style in painting. It could be found in theatre and cinema, literature and architecture. It was a sharing of ideas and experiences across all these media. The life stories of the Expressionist artists show just how much they had in common. Many began by studying applied art, such as furniture design, often to please their parents. Although they later made more personal art, they continued to make use of those technical skills. Both art critics and the public received this new movement with derision and outrage. Expressionist artists were trying to shock by challenging the traditional, conservative views held by many people. Gradually, however, it became accepted and even admired. All the Expressionists were affected by World War I (1914-18). Some fled from Germany and spent the war years in exile. Some never returned to their homeland. Most served in the war and some were killed. At first some of them hoped a war would change society for the better but they were soon disillusioned when they saw the destruction and suffering that it caused. In the years after the war, many Expressionist artist revealed the horrors they experienced in their work. After World War I, Expressionism became very fashionable in Germany, where art was allowed to flourish. This freedom ended in 1933 when Hitler declared all Expressionists were "degenerate". This led to them being sacked from their jobs or forced to leave Germany. In 1937 the Nazis took thousands of art works from German museums and put them in an enormous exhibition called the Degenerate Art Exhibition, to show how bad and decadent this art was. It presented a view of the world that went against their political and cultural ambitions to rid Germany of all inferior races.
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Passage 2 The current emergency in Mexico City that has taken over our lives is nothing I couldever have imagined for me or my children. We were living in an environmental crisis, an air pollution emergency of unprecedented 1 . 2it really means is that just to breathehere is to 3 a dangerous game with your health. 4parents, what 5us most are reports that children are at higher 6because they breathe more times per minute. What more can we do to protect them and ourselves? Our pediatrician’s （儿科医师） medical 7was simple: 8the city 9 . We are foreigners and we are among the small minority that can afford to leave. We are herebecause of my husband’s work. We know that for us, this is a 10danger. 11 ,we can’t stand for much longer the fear we feel for our boys. We can’t stop them frombreathing. But for millions, there is no choice. Their lives, their jobs, their futures 12on being here. Thousands of Mexicans arrive each day in this city, 13for economic opportunities Thousands more are born here each day. Entire families work in the streets and 14live there. It’s a familiar sight: 15parents hawk goods at stoplights, their children play in the grassy highway dividers, breathing exhaust fumes. I feel 16complaining about my personal situation; we won’t be here long enough for our children to form the 17 thaw skies are colored only gray. The word “emergency” 18the unusual. But when daily life itself is an emergency, the concept loses its meaning. It is human nature to try to 19that which we can’t change, or to mislead ourselves 20believing we can adapt.1.
A. quality B. severity C. intensity D. density2.
A. Which B. Whatever C. How D. What3.
A. act B. conduct C. perform D. play4.
A. As B. Like C. With D. Unlike5.
A. terrorizes B. fears C. interrupts D. suffers6.
A. rate B. risk C. amount D. quantity7.
A. recommendation B. reference C. diagnosis D. comment8.
A. resign B. abandon C. forbid D. prohibit9.
A. consistently B. persistently C. permanently D. unconditionally10.
A. transient B. momentary C. temporary D. instant11.
A. Therefore B. Moreover C. Thus D. However12.
A. decide B. depend C. revolve D. concentrate13.
A. desperate B. fanatic C. insane D. furious14.
A. fundamentally B. literally C. practically D. essentially15.
A. since B. as C. now that D. if16.
A. guilty B. reasonable C. rational D. conscientious17.
A. impression B. suppression C. depression D. oppression18.
A. supplies B. implies C. designates D. complies19.
A. feel like B. dedicate to C. adapt to D. see to20.
A. to B. for C. onto D. into -
Elysee Palace The Elysee Palace in France enjoys equal popularity in the world with the Buckingham Palace in the United Kingdom, the Kremlin in Russia as well as the White House in the U. S.
A. It is the residence of the president of the French Republic and the symbol of the supreme authority in France. The Elysee Palace, with an area of 11, 000 square meters, is at3 the eastern end of the Champs Elysee in3 the bustling city of Paris proper and backed by a large and tranquil garden of more than twenty thousand square meters. Its main building, quite handsome and graceful, is a two-story classical stone architecture of European style, flanked by two side buildings facing each other and with an extensive rectangular courtyard in the middle. There are altogether 369 halls and rooms of different sizes. The Elysee Palace, built in 1718, has a long history of close to 300 years to date. This house was at first a orivate residence of a count named d’Evreau, hence it was called Hotel d’Evreau. It had later gone through many vicissitudes and its owners had been changed for many times, but all the dwellers in it were distinguished personages and high officials. The house was renamed Bonaparte Mansion when6 it was owned by Louis XV and Louis XVI successively when they acted as emperors. Napoleon I signed his act of abdication here when he suffered crushing defeat in the Battle of Waterloo in 1815. Napoleon III moved in the Mansion in 1848 when he was elected president, and the house became a Royal Palace when he proclaimed himself as emperor. The Third French Republic issued a decree in 1873, designating officially the Elysee Palace as the residence of president of the French Republic. Over the hundred odd years since then, almost all the presidents of the French Republic worked and lived there. Starting from 1989, the Elysee Palace is open to the public every year in September on the French Castles Day. -
Passage 2 Is there something as truth? For good many centuries “the search for truth” has been 1 _ the noblest activity of the human mind, but the seekers after truth have come to such 2conclusions that it often seems that very little progress has been made. 3 , there are many people who feel that we are actually going backward 4our knowledge. They 5 , often contemptuously, that we have more “knowledge” than our ancestors, but they think we are farther from the truth than ever, or even that we have 6the truth that we once possessed. If people look for anything long enough without finding it, the question naturally arises 7the thing is really there to find. You have seen a picture of an animal with a lion’s head, a goat’s body, and a serpent’s tall and maybe an eagle’s wings for good 8 . There is plenty of evidence that each part of this animal 9-but there is no 10 evidence that the parts ever occur in this combination. It is at least 11that the seekers after “truth” have made a similar mistake and invented a（n） 12combination. It is 13to consider that the noun truth comes from the adjective true, and that the Latin world for truth, verities, also comes form an adjective, versus. In both languages the notion of true -accurate, 14to facts-seems to have developed before the notion of truth. We cannot definitely prove this, 15even older words meaning “truth” may have been forgotten, but it seems 16 . If you want to find out whether a man has told the truth, you 17his words with facts. If they 18 , you decide that his statement was true. You may then say either that his words were true or that he spoke the truth－but you cannot simply 19words to find out whether there is something called truth in them. Your second statement is merely a grammatical 20of the first.1.
A. regarded B. considered C. pondered D. referred2.
A. illegal B. identical C. different D. profound3.
A. However B. Nevertheless C. In fact D. In contrast4.
A. to abandon B. to derive C. to enrich D. to accumulate5.
A. confess B. realize C. admit D. reveal6.
A. found B. missed C. lost D. enriched7.
A. while B. that C. when D. whether8.
A. measure B. luck C. reason D. sense9.
A. endures B. exists C. prevails D. emerges10.
A. appropriate B. unique C. reliable D. dependent11.
A. informative B. thoughtful C. considerable D. conceivable12.
A. unbelievable B. imaginary C. impressive D. idealized13.
A. enlightening B. delighting C. refreshing D. distressing14.
A. conforming B. complying C. matching D. resembling15.
A. although B. since C. if D. therefore16.
A. reasonable B. inevitable C. incredible D. distinguish17.
A. Separate B. discern C. compare D. distinguish18.
A. suit B. fit C. vary D. identify19.
A. survey B. audit C. examine D. investigate20.
A. distinction B. deformation C. specification D. variation -
Passage 2 Most worthwhile careers require some kind of specialized training. Ideally, therefore, the choice of an 1should be made even before choice of a curriculum in high school. Actually, 2 , most people make several job choices during their working lives, 3 because of economic and industrial changes and partly to improve their position. The “one perfect job” does not 4 . Young people should 5 enters into a broad flexible training program that will 6 them for a field of work rather than for a single 7 . Unfortunately many young people have to make career plans 8 benefit of help from an 9 vocational counselor or psychologist. Knowing 10 about the occupational world, or themselves for that matter, they choose their lifework on a hit-or-miss basis. Some 11 from job to job. Others 12 to work in which they are unhappy and for which they are not fitted. One common mistake is choosing an occupation for 13 real or imagined prestige. Too many high-school students-or their parents for them-choose the professional field, 14 both the relatively small proportion of workers in the professions and the extremely high educational and personal 15 . The imagined or real prestige of a profession or a white-collar job is no good 16 for choosing it as life’s work. 17 , these occupations are not always well-paid, since a large 18 of jobs are in mechanical and manual work. The 19 of young people should give serious 20 to these fields.1.
A. identification B. entertainment C. accommodation D. occupation2.
A. however B. thus C. though D. thereby3.
A. entirely B. mainly C. partly D. possibly4.
A. fade B. vanish C. survive D. exist5.
A. since B. therefore C. furthermore D. for6.
A. make B. fit C. take D. leave7.
A. job B. way C. means D. company8.
A. with B. for C. without D. to9.
A. competent B. competitive C. aggressive D. effective10.
A. little B. few C. much D. more11.
A. turn B. drift C. leave D. float12.
A. apply B. appeal C. stick D. turn13.
A. our B. its C. your D. their14.
A. concerning B. following C. considering D. disregarding15.
A. preferences B. requirements C. tendencies D. ambitions16.
A. resource B. background C. reason D. basis17.
A. So B. Nevertheless C. But D. Moreover18.
A. rate B. thickness C. proportion D. density19.
A. majority B. minimum C. minority D. multitude20.
A. proposal B. suggestion C. consideration D. appraisal -
Passage 1 There is a general expectation that teachers can spot talented children and do something for them. But studies have __1__ that teachers do not always __2__ gifted children, even those __3__ academic talent. In fact, they __4__ to identify from 10 to 50 percent of their gifted students. The first __5__ in identifying gifted students is determining the __6__ for finding them. If we want to __7__ a group of students for a（n） __8__ mathematics class, our approach would be different than __9__, we are looking for students with high talent __10__ a creative-writing program. Specific program needs requirements, then, __11__ the identification process. Subjective evaluation-teacher __12__, parent referral-should be __13__ by standardized tests and other __14__ measures of ability. Any __15__ for identifying gifted children in a school system should __16__ both subjective and objective methods of __17__. Classroom behavior, for example, can point __18__ children’s ability to organize and use materials and reveal their potential for processing information better than __19__ a test situation. Many aspects of creativity and verbal fluency are also best__20__ in a classroom or informal setting.1.
A. expressed B. shown C. approved D. confirmed2.
A. prefer B. admit C. recognize D. encounter3.
A. for B. of C. without D. with4.
A. fail B. tend C. try D. promise5.
A. method B. step C. phase D. aim6.
A. approach B. process C. reason D. procedure7.
A. signify B. choose C. specify D. organize8.
A. enforced B. innovated C. extended D. advanced9.
A. if B. when C. that D. whom10.
A. to B. for C. in D. on11.
A. shape B. complete C. modify D. regulate12.
A. grading B. decision C. judgement D. motivation13.
A. classified B. determined C. improved D. checked14.
A. subjective B. objective C. persuasive D. effective15.
A. program B. class C. plan D. project16.
A. constitute B. sustain C. include D. embody17.
A. revelation B. examination C. evaluation D. recognition18.
A. to B. up C. at D. out19.
A. can B. does C. take D. give20.
A. qualified B. trained C. highlighted D. observed