Impressionism(印象主义)Impressionism is a form of art which began in the 1870’s. when you look closely at an impressionist painting, you see little dots(点) of different colored paints. When you move away from the picture, the dots of colors blends(混合) and the painting looks like it has light playing on the people and objects in the picture.Impressionism art is different from traditional art. Traditional painters were interested in the form of objects. The impressionists were interested in light and color. The impressionist painters wanted to paint natural light which was lively and bright. They tried to express the feeling of pure sunshine in their paintings. When traditional artists mixed paints, they could not create the feeling of bright, natural light. Therefore, instead of mixing colors, the impressionists used small dots of pure colors. The viewer’s eyes put these unmixed colors together the same way they add colors in light together. When you look at an impressionist painting, it feels the same as when you look at an object in lively, natural sunlight.Traditional painters worked inside. Impressionist painters worked outside because they wanted to paint the effect of sunlight on objects. Monet (1839-1926), for example, made a series of painting of a haystack(干草堆). Every morning he went to a field with eight or ten paintings. All day, he sat in front of a haystack painting. Every hour he worked on a different picture. All of these paintings (1890) are pictures of the haystack. However, they do not look the same because sunlight has different effects on objects at different hours. Monet made his painting directly from nature. His study of the haystack is an hour-by-hour record of the artistry(艺术性) of light.The impressionist painter Monet___________.

Impressionism(印象主义)Impressionism is a form of art which began in the 1870’s. when you look closely at an impressionist painting, you see little dots(点) of different colored paints. When you move away from the picture, the dots of colors blends(混合) and the painting looks like it has light playing on the people and objects in the picture.Impressionism art is different from traditional art. Traditional painters were interested in the form of objects. The impressionists were interested in light and color. The impressionist painters wanted to paint natural light which was lively and bright. They tried to express the feeling of pure sunshine in their paintings. When traditional artists mixed paints, they could not create the feeling of bright, natural light. Therefore, instead of mixing colors, the impressionists used small dots of pure colors. The viewer’s eyes put these unmixed colors together the same way they add colors in light together. When you look at an impressionist painting, it feels the same as when you look at an object in lively, natural sunlight.Traditional painters worked inside. Impressionist painters worked outside because they wanted to paint the effect of sunlight on objects. Monet (1839-1926), for example, made a series of painting of a haystack(干草堆). Every morning he went to a field with eight or ten paintings. All day, he sat in front of a haystack painting. Every hour he worked on a different picture. All of these paintings (1890) are pictures of the haystack. However, they do not look the same because sunlight has different effects on objects at different hours. Monet made his painting directly from nature. His study of the haystack is an hour-by-hour record of the artistry(艺术性) of light.What does the sentence “ Monet made his paintings directly from nature” imply?

A Writing ClassI was in my third year of teaching writing at Ralph High School in New York, when one of my students, 15-year-old Mike, gave me a note from his mother. It explained his absence(缺席) from class the day before. “Dear Mr. McCort, Mike’s grandmother, who is eighty years of age, fell down the stairs and I kept Mike at home to take care of her and his baby sister so I could go to my job. Please excuse Mike and he’ll do his best in the future. P.S. His grandmother is OK.” I had seen Mike writing the note at his desk. I said nothing. Most parental-excuse notes I received were written by my students. The writers of those notes didn’t realize that honest excuse notes were usually dull: “Peter was late because the alarm clock didn’t go off.”The students always said it was hard putting 200words together on any subject, but when the produced excuse notes, they were excellent. So I decided to type out a dozen excuse notes and gave them to my classes. I said, “They’re supposed to be written by parents, but actually they are not. True, Mike?” The students looked at me nervously.Now, this will be the first class to study the art of the excuse note – the first class, ever, to practice writing them.” Everyone smiled as I went on, “Today I’d like you to write ‘An Excuse Note from Adam to God’ or ‘An Excuse Note from Eve to God’. Heads went down. Pens raced across paper. For the first time ever I saw students so immersed(专心的) in their writing.The next day everyone had excuse notes. But suddenly I saw the headmaster at the door. He entered the classroom, looking at papers, and then said, “I’d like you to see me in my office.” When I stepped into his office, he came to shake my hand and said, “I just want to tell you that the lesson was great. Those kids were writing on the college level.”Why was Mike absent from class according to the excuse note?

A Writing ClassI was in my third year of teaching writing at Ralph High School in New York, when one of my students, 15-year-old Mike, gave me a note from his mother. It explained his absence(缺席) from class the day before. “Dear Mr. McCort, Mike’s grandmother, who is eighty years of age, fell down the stairs and I kept Mike at home to take care of her and his baby sister so I could go to my job. Please excuse Mike and he’ll do his best in the future. P.S. His grandmother is OK.” I had seen Mike writing the note at his desk. I said nothing. Most parental-excuse notes I received were written by my students. The writers of those notes didn’t realize that honest excuse notes were usually dull: “Peter was late because the alarm clock didn’t go off.”The students always said it was hard putting 200words together on any subject, but when the produced excuse notes, they were excellent. So I decided to type out a dozen excuse notes and gave them to my classes. I said, “They’re supposed to be written by parents, but actually they are not. True, Mike?” The students looked at me nervously.Now, this will be the first class to study the art of the excuse note – the first class, ever, to practice writing them.” Everyone smiled as I went on, “Today I’d like you to write ‘An Excuse Note from Adam to God’ or ‘An Excuse Note from Eve to God’. Heads went down. Pens raced across paper. For the first time ever I saw students so immersed(专心的) in their writing.The next day everyone had excuse notes. But suddenly I saw the headmaster at the door. He entered the classroom, looking at papers, and then said, “I’d like you to see me in my office.” When I stepped into his office, he came to shake my hand and said, “I just want to tell you that the lesson was great. Those kids were writing on the college level.”How did the teacher know that excuse note was written by Mike?

A Writing ClassI was in my third year of teaching writing at Ralph High School in New York, when one of my students, 15-year-old Mike, gave me a note from his mother. It explained his absence(缺席) from class the day before. “Dear Mr. McCort, Mike’s grandmother, who is eighty years of age, fell down the stairs and I kept Mike at home to take care of her and his baby sister so I could go to my job. Please excuse Mike and he’ll do his best in the future. P.S. His grandmother is OK.” I had seen Mike writing the note at his desk. I said nothing. Most parental-excuse notes I received were written by my students. The writers of those notes didn’t realize that honest excuse notes were usually dull: “Peter was late because the alarm clock didn’t go off.”The students always said it was hard putting 200words together on any subject, but when the produced excuse notes, they were excellent. So I decided to type out a dozen excuse notes and gave them to my classes. I said, “They’re supposed to be written by parents, but actually they are not. True, Mike?” The students looked at me nervously.Now, this will be the first class to study the art of the excuse note – the first class, ever, to practice writing them.” Everyone smiled as I went on, “Today I’d like you to write ‘An Excuse Note from Adam to God’ or ‘An Excuse Note from Eve to God’. Heads went down. Pens raced across paper. For the first time ever I saw students so immersed(专心的) in their writing.The next day everyone had excuse notes. But suddenly I saw the headmaster at the door. He entered the classroom, looking at papers, and then said, “I’d like you to see me in my office.” When I stepped into his office, he came to shake my hand and said, “I just want to tell you that the lesson was great. Those kids were writing on the college level.”The teacher did with the not-true excuse note by _________.

A Writing ClassI was in my third year of teaching writing at Ralph High School in New York, when one of my students, 15-year-old Mike, gave me a note from his mother. It explained his absence(缺席) from class the day before. “Dear Mr. McCort, Mike’s grandmother, who is eighty years of age, fell down the stairs and I kept Mike at home to take care of her and his baby sister so I could go to my job. Please excuse Mike and he’ll do his best in the future. P.S. His grandmother is OK.” I had seen Mike writing the note at his desk. I said nothing. Most parental-excuse notes I received were written by my students. The writers of those notes didn’t realize that honest excuse notes were usually dull: “Peter was late because the alarm clock didn’t go off.”The students always said it was hard putting 200words together on any subject, but when the produced excuse notes, they were excellent. So I decided to type out a dozen excuse notes and gave them to my classes. I said, “They’re supposed to be written by parents, but actually they are not. True, Mike?” The students looked at me nervously.Now, this will be the first class to study the art of the excuse note – the first class, ever, to practice writing them.” Everyone smiled as I went on, “Today I’d like you to write ‘An Excuse Note from Adam to God’ or ‘An Excuse Note from Eve to God’. Heads went down. Pens raced across paper. For the first time ever I saw students so immersed(专心的) in their writing.The next day everyone had excuse notes. But suddenly I saw the headmaster at the door. He entered the classroom, looking at papers, and then said, “I’d like you to see me in my office.” When I stepped into his office, he came to shake my hand and said, “I just want to tell you that the lesson was great. Those kids were writing on the college level.”What did the headmaster think of the author’s way of teaching?

A Writing ClassI was in my third year of teaching writing at Ralph High School in New York, when one of my students, 15-year-old Mike, gave me a note from his mother. It explained his absence(缺席) from class the day before. “Dear Mr. McCort, Mike’s grandmother, who is eighty years of age, fell down the stairs and I kept Mike at home to take care of her and his baby sister so I could go to my job. Please excuse Mike and he’ll do his best in the future. P.S. His grandmother is OK.” I had seen Mike writing the note at his desk. I said nothing. Most parental-excuse notes I received were written by my students. The writers of those notes didn’t realize that honest excuse notes were usually dull: “Peter was late because the alarm clock didn’t go off.”The students always said it was hard putting 200words together on any subject, but when the produced excuse notes, they were excellent. So I decided to type out a dozen excuse notes and gave them to my classes. I said, “They’re supposed to be written by parents, but actually they are not. True, Mike?” The students looked at me nervously.Now, this will be the first class to study the art of the excuse note – the first class, ever, to practice writing them.” Everyone smiled as I went on, “Today I’d like you to write ‘An Excuse Note from Adam to God’ or ‘An Excuse Note from Eve to God’. Heads went down. Pens raced across paper. For the first time ever I saw students so immersed(专心的) in their writing.The next day everyone had excuse notes. But suddenly I saw the headmaster at the door. He entered the classroom, looking at papers, and then said, “I’d like you to see me in my office.” When I stepped into his office, he came to shake my hand and said, “I just want to tell you that the lesson was great. Those kids were writing on the college level.”We can infer from the passage that _________.

The economy of the United States after 1952 was the economy of a well-fed, almost fully employed people. Despite occasional alarms, the country escaped any postwar depression and lived in a state of boom. An economic survey of the year 1955, a typical year of the 1950’s, may be typical as illustrating the rapid economic growth of the decade.The national output was value at 10 percent above that of 1954 (1955 output was estimated at 392 billion dollars). The production of manufacturers was about 40 percent more than it had averaged in the years immediately following World War II. The country’s business spent about 30 billion dollars for new factories and machinery. National income available for spending was almost a third greater than it had been in 1950. Consumers spent about 256 billion dollars; that is about 700 million dollars a day. or about twenty-five million dollars every hour, all round the clock. Sixty-five million people held jobs and only a little more than two million wanted jobs but could not find them.Only agriculture complained that it was not sharing in the room. To some observers this was an ominous echo of the mid-1920’s. As farmer’s sharing of their products declined, marketing costs rose. But there were, among the observers of the national economy, a few who were not as confident as the majority . Those few seemed to fear that the boom could not last and would eventually lead to the opposite-depression.What is the best title of the passage?

The economy of the United States after 1952 was the economy of a well-fed, almost fully employed people. Despite occasional alarms, the country escaped any postwar depression and lived in a state of boom. An economic survey of the year 1955, a typical year of the 1950’s, may be typical as illustrating the rapid economic growth of the decade.The national output was value at 10 percent above that of 1954 (1955 output was estimated at 392 billion dollars). The production of manufacturers was about 40 percent more than it had averaged in the years immediately following World War II. The country’s business spent about 30 billion dollars for new factories and machinery. National income available for spending was almost a third greater than it had been in 1950. Consumers spent about 256 billion dollars; that is about 700 million dollars a day. or about twenty-five million dollars every hour, all round the clock. Sixty-five million people held jobs and only a little more than two million wanted jobs but could not find them.Only agriculture complained that it was not sharing in the room. To some observers this was an ominous echo of the mid-1920’s. As farmer’s sharing of their products declined, marketing costs rose. But there were, among the observers of the national economy, a few who were not as confident as the majority . Those few seemed to fear that the boom could not last and would eventually lead to the opposite-depression.In Line 3, the word “boom” could best be replaced by______.

The economy of the United States after 1952 was the economy of a well-fed, almost fully employed people. Despite occasional alarms, the country escaped any postwar depression and lived in a state of boom. An economic survey of the year 1955, a typical year of the 1950’s, may be typical as illustrating the rapid economic growth of the decade.The national output was value at 10 percent above that of 1954 (1955 output was estimated at 392 billion dollars). The production of manufacturers was about 40 percent more than it had averaged in the years immediately following World War II. The country’s business spent about 30 billion dollars for new factories and machinery. National income available for spending was almost a third greater than it had been in 1950. Consumers spent about 256 billion dollars; that is about 700 million dollars a day. or about twenty-five million dollars every hour, all round the clock. Sixty-five million people held jobs and only a little more than two million wanted jobs but could not find them.Only agriculture complained that it was not sharing in the room. To some observers this was an ominous echo of the mid-1920’s. As farmer’s sharing of their products declined, marketing costs rose. But there were, among the observers of the national economy, a few who were not as confident as the majority . Those few seemed to fear that the boom could not last and would eventually lead to the opposite-depression.It can be inferred the national from the passage that most people in the United States in 1955 viewed the national economy with an air of _________.