1 . After Impressionism: Inventing Modern Art

25 March-13 August 2023

Rooms 1 to 8

Explore a period of great change when artists broke with established tradition and laid the foundations for the art of the 20th and the 21st centuries.

The decades between 1880 and the outbreak of the First World War in 1914 were a complex, energetic period of artistic questioning, searching, risk-taking and innovation.

The exhibition celebrates the achievements of three giants of the period: Paul Cézanne, Vincent van Gogh and Paul Gauguin and follows the influences they had on younger generations of French artists and on wider circles of artists across Europe.

With over a hundred works by artists ranging from Picasso to Mondrian and a selection of sculptures by artists including Rodin and Camille Claudel, the exhibition follows the creation of a new, modern art, free of convention, taking in Expressionism and Abstraction. ‘The exhibition includes some of the most famous works of art created during these decades. Important loans come to the exhibition from institutions and private collections worldwide.

Ticket prices

Free for Members

Priority booking open for Members.

Join today to get early access to tickets, plus enjoy the exhibition in advance on 24 March.

Standard admission

On sale from 15 February

From £ 24 Monday-Friday

From £ 26 Saturday and Sunday

A maximum of six tickets can be booked in the same deal. For larger group bookings please email.

We recommend allowing 50-60 minutes for your visit to the exhibition.

1. What is the probable theme of the exhibition?

A．Convention.	B．Modern Art.
C．Western Art.	D．Impressionism.

2. How much should a couple pay if they visit the exhibition on weekends without membership?

A．£ 24.

B．£ 48.

C．£ 52.

D．£ 26.

3. Where is this text probably taken from?

A．A textbook.	B．A guidebook.
C．A travel journal.	D．A research report.

2 . A small accident led to profound changes in the life of Yang Li, an artisan (手艺人), who is from the Miao ethnic group. In 201l, Yang, from Tongren city in Guizhou province, created leaf vein (脉络) embroidery (刺绣) three months after a leaf cut her hand.

The work is a perfect combination of traditional embroidery patterns and the natural textures (纹理) of the leaves. It has a unique aesthetic appeal of traditional embroidery matched with the characteristics of contemporary craftsmanship.

As a native Miao woman with an inborn love of embroidery, Yang opened a folk culture products shop with her sister in 2011. “People are becoming less familiar with traditional handicrafts, and I want to contribute all I can to change this situation,” Yang says. At first, the small shop did not earn a significant income as there were many similar products on the market. She gradually realized that it was important to establish her own brand and launch products with distinct features.

That’s when she was inspired by the cut. In July 2011, Yang accidentally cut her hand on a thorny leaf when she was hiking in Fanjing Mountain. A bold idea came into her head: “There are leaf-vein bookmarks and leaf-vein paintings. Why has nobody created leaf-vein embroider yet?”

Obviously, the reason behind this is that embroidering on leaves requires delicate skills that few possess. The biggest technical challenge Yang faced was improving the flexibility of the leaves and making them as soft as cloth. On Oct 16, a day she will never forget, Yang finally created a shiny, thin and unbreakable piece of leaf vein. Her idea of leaf-vein embroidery came to completion after hundreds of experiments.

Two years later, Yang opened an embroidery processing factory and offered jobs to more than 500 laid-off female workers, rural women and people with disabilities. “I will keep doing the leaf vein embroidery for the rest of my life because it is meaningful,” she says.

1. What do we know about Yang Li’s folk culture products shop?

A．It was inspired by a cut by a leaf in her hand.

B．It was a failure before she began to sell similar products.

C．It was intended to preserve traditional Chinese handicrafts.

D．It perfectly combined traditional Chinese books and drawings.

2. What is Yang Li’s difficulty in making her leaf-vein embroidery?

A．Finding cloth with vein-like texture.

B．Creating a new embroidery pattern.

C．Changing leaves into unbreakable cloth.

D．Softening up leaves for better flexibility.

3. Which of the following best describes Yang Li?

A．Ambitious and innovative.	B．Caring and patient.
C．Persistent and demanding.	D．Humorous and optimistic.

4. What is the text mainly about?

A．An embroidery skill.	B．A promising career.
C．A cultural shop.	D．An admirable artisan.

3 . Children may learn new words better when they learn them in the context of other words they are just learning—according to a new research from the University of East Anglia.

Researchers investigated how 18–24-month-olds learn new words—in the context of words they already know well and those they don’t. The findings help explain how children learn new words and suggest a new way that parents and carers could help boost language development.

Previous research suggests that when children hear a word they do not know and see an object they have never seen in the context of some objects that they can already name, such as a toy or a ball, they guess that the new word refers to the new thing.

Dr. Larissa Samuelson from the university wanted to know if the strength of a child’s knowledge of familiar things—how well they know what “cars” or “balls” are, for example—mattered for learning new words and remembering them. They asked 82 children to take part in the study and carry out two experiments among them. And then they got some really surprising findings.

“We had expected that a stronger knowledge of familiar words would be better for learning new words, but we found the opposite was true.” Dr Samuelson said. “This new study suggests another way we might be able to help boost children’s ability to remember new word-object links – by teaching them in the context of other things that they are just learning.”

It seems counterintuitive, but it is perhaps because the less well-known items don’t compete with the new words as much. If they learn new words in the context of playing with well-known items such as a ball or book, they don’t process the new word as much.

1. What is the purpose of the new research?

A．To challenge the findings of previous studies.	B．To observe the process of children’s learning.
C．To better understand children’s word learning.	D．To compare children’s different learning styles.

2. What can be inferred from Dr. Samuelson’s words?

A．Their findings are out of expectation.	B．Their research should focus on children.
C．We should be more patient with children.	D．We need to provide guidance on learning.

3. What does the underlined word “counterintuitive” mean in the last paragraph?

A．Consistent.

B．Encouraging.

C．Impractical.

D．Unreasonable.

4. What does the text mainly tell us?

A．Less familiar words help children learn better.

B．Word-object links contribute to better learning.

C．New research finds the secrets of raising children.

D．Children learn better with the help of their parents.

4 . Gray had great academic performance in high school and wanted to apply to Harvard and other top schools, but could not afford the application fees, let alone school fees. But with a passion for business, he dreamed of attending a college in the Northeast so he could be close to New York City and other major business centers.

In the process of his application, Gray was determined to deal with it by himself. He looked at hundreds of websites, checking scholarship requirements. Many scholarships had very specific qualifications that he didn’t meet. But Gray had 600 volunteer hours and started a nonprofit organization which organized volunteer opportunities for students when he was in high school. So he searched for scholarships that looked for excellent grades combined with leadership and community service.

Soon, he got the Gates Millennium Scholarship, which covers school fees from a bachelor’s to a doctor’s degree. A $20,000 scholarship from Coca-Cola followed. He also received a 820,000 Horatio Alger Scholarship and the $ 10,000 Axa Achievement Scholarship. And smaller awards just kept coming. In the end, he had amazing success, receiving 34 scholarships worth $1.3 million — enough to pay for years of school, plus cover his living expenses with some leftover to invest.

Gray has used the money for schooling, room and board, daily supplies, travel for interviews, and other needs. After appearing at national conferences and in the media, hundreds of students and parents have emailed and called for advice, which inspired Gray, now a business major at Drexel, to make a mobile-phone app called Scholly—short for “scholarships”— to help other teens get scholarship money.

Though the app had thousands of downloads, Gray and his colleagues decided to keep the price only at 99 cents because their purpose was more public service than profit. As for his career plans, he has the goal of a true enterpriser: “Ideally not to have to get a job when I graduate.”

1. What did Gray do when he applied for scholarships?

A．He started a nonprofit organization.

B．He took part in community service.

C．He checked requirements with teammates.

D．He matched his strengths with the criteria.

2. Why does Gray develop Scholly?

A．To appeal for more downloads.

B．To help other teens make apps.

C．To facilitate scholarship application.

D．To raise funds for his own schooling.

3. Which of the following best describe Christopher Gray?

A．Tolerant and diligent.

B．Ambitious and generous.

C．Creative and humble.

D．Stubborn and adventurous.

4. What does Gray intend to do for his future career?

A．Starting his own business.

B．Working for a charity.

C．Maintaining his current job.

D．Getting a high paid job.

5 . During my freshman year at Brooklyn College, credit card companies were eager to earn the business of students. _______ by various rewards programs that only told part of the story, many students signed up for one or more cards without understanding the _______ of late payment.

_______ basic financial literacy (金融素养) meant many college students started off their adult lives with poor credit. _______, they faced challenges later in life when they needed to borrow money but couldn’t _______ a low-interest loan.

Poor credit _______ me past college and years into my teaching career. That has fueled my sense of _______ to teach the next generation of students about personal finance. It’s why I helped develop a personal finance course for teens and young adults.

To make the class as _______ as possible, we asked the students what _______ interested them. They were curious to know about buying homes and cars. Our course, intended for those aged between 14 and 21, has them ________ questions: How much do I need to save to make these purchases? Which purchases do I prioritize?

We, educators, can help young people ________ life after graduation, as there are many great ________ and developing our course was ________ than I had expected, which is why I hope more schools and youth organizations will offer financial education.

Financial literacy shouldn’t be optional because it puts those without it at a significant ________. And if my ________ as a student and an educator have taught me anything, it’s that no one should have to learn important financial lessons the hard way.

1.

A．Attracted

B．Sponsored

C．Required

D．Dominated

2.

A．conditions

B．benefits

C．consequences

D．processes

3.

A．Displaying

B．Maintaining

C．Abandoning

D．Lacking

4.

A．However

B．Therefore

C．Otherwise

D．Instead

5.

A．secure

B．guarantee

C．request

D．settle

6.

A．turned

B．guided

C．followed

D．tricked

7.

A．independence

B．responsibility

C．achievement

D．identity

8.

A．touching

B．surprising

C．engaging

D．inspiring

9.

A．words

B．titles

C．courses

D．topics

10.

A．posing

B．considering

C．examining

D．tackling

11.

A．search for

B．pay for

C．prepare for

D．care for

12.

A．questions

B．paths

C．examples

D．resources

13.

A．easier

B．cheaper

C．safer

D．stricter

14.

A．distance

B．disadvantage

C．point

D．corner

15.

A．duties

B．abilities

C．ambitions

D．experiences

6 . Throughout history, many species of animals have been threatened with extinction. When Europeans first arrived in North America, more than 60 million buffalo (水牛) lived on the continent. Yet hunting the buffalo was so popular during the 19th century that by 1900 the animal’s population had fallen to about 400 before the government stepped in to protect the species. In some countries today, the elephant faces a similar challenge, as illegal hunters kill the animals for the ivory in their tusks.

Yet not all animals with commercial value face this threat (威胁).The cow, for example, is a valuable source of food, but no one worries that the cow will soon be extinct. Why does the commercial value of ivory threaten the elephant. while the commercial value of beef protects the cow?

The reason is that elephants are a common resource, while cows are private goods. Elephants wander freely without any owners. The hunter has a strong motivation to kill as many elephants as he can find. Because illegal hunters are numerous, each has only a slight motivation to preserve the elephant population. By contrast, cattle live on farms that are privately owned. Each farmer makes great effort to maintain the cattle population on his farm because he harvests the benefit of these efforts.

Governments have tried to solve the elephant’s problem in two ways. Some countries, such as Kenya and Uganda, have made it illegal to kill elephants and sell their ivory. Yet these laws have been hard to put into effect, and elephant populations have continued to dwindle. By contrast, other countries, such as Malawi and Namibia, have made elephants private goods and allowed people to kill elephants, but only those on their own property.

With private ownership and the profit motive now on its side, the African elephant might someday be as safe from extinction as the cow. The ancient Greek philosopher Aristotle pointed out the problem with common resources: “What is common to many is taken least care of, for all men have greater regard for what is their own than for what they possess in common with others.”

1. Why does the author mention buffalo in paragraph 1?

A．To introduce a similar threat to elephants.

B．To provide an example of species extinction.

C．To offer an explanation for government policies.

D．To present the statistics of the buffalo in America.

2. Why do elephants face threats while cows are safe?

A．They are under different law protection

B．They attract different groups of hunters

C．They contain different commercial value

D．They represent different ownership types

3. What is paragraph 4 mainly about?

A．Bans on killing elephants for ivory

B．Effective laws for elephant protection.

C．Methods of making elephants private goods

D．Government policies on the elephant’s problem

4. What can we learn from Aristotle’s words?

A．People hold little regard for others’ property

B．People want to profit from common resources

C．People care more about their own possession

D．People tend to take what they own for granted

8 . Some documents have been making the rounds lately — where people who work various positions in different industries share how much they’re paid.

Bravo! It’s about time we blew up that old belief that salaries have to stay secret. This is not just a matter of curiosity. Having information about salaries can help narrow the gender wage gap, which has barely changed for more than a decade. Recently released date from the US Census Bureau shows that, on average, women working full time still are paid only 82 cents for every dollar paid to a man. And the gap is even wider for many women of color: Black women make 62 cents, and Latinas just 54 cents. What’s more, the pay gap even extends into her retirement. Because she earned less and therefore paid less to the social security system, she receives less in social security benefits.

Having greater access to salary information is helping to speed things up. A new research report by the American Association of University Women shows that the wage gap tends to be smaller in job sectors where pay transparency (透明) is a must. For example, among federal government workers, there’s just a 13 percent pay difference between men and women, and in state government, the gap is about 17 percent. But in private, for-profit companies, where salaries are generally kept under wraps, the gender wage gap jumps to 29 percent.

Fortunately, salary information is increasingly available on some websites. Certain companies and many human resources departments are pushing ahead with this practice. Of course, it’s going to take more than salary transparency to equalize earnings between women and men. But sharing salaries can and must be part of the solution. The more information women have about how jobs are valued — and what different people earn — the better they will understand their value in the labor market and be able to push for the pay they deserve.

1. Why are the figures mentioned in paragraph 2?

A．To reveal the severity of gender wage gap.

B．To confirm the previous belief about salaries.

C．To satisfy readers’ curiosity about others’ salaries.

D．To appeal to readers to share their salary information.

2. What is paragraph 3 mainly about?

A．The inequality between men and women.

B．The need to keep salary information a secret.

C．The advantage of working for the government.

D．The benefit of making salary information public.

3. What is the author’s attitude towards sharing salary information?

A．Critical.	B．Favourable.
C．Unclean	D．Negative.

4. Which of the following is the best title for the passage?

A．Why It Pays to Share How Much You Make

B．Where Salary Information Difference Lies

C．What It Takes to Realize Gender Equality

D．How Woman’s Value Improves at Work.

9 . The Art Institute of Chicago

Visitor Information

Museum Hours

Members: The first hour of every day, 10 a.m. —11 a.m., is reserved for member-only viewing.

Monday—Wednesday Closed

Thursday: 11 a.m.—8 p. m.

Friday—Sunday: 11 a.m.—5 p. m.

●Audio Guide

Audio guides can be rented at the admission counter, audio counter and outside some special exhibitions. The guide is free to visitors with visual or hearing disabilities.

●Journey Maker

With the digital interactive JourneyMaker, you can build custom family guides based on your child’s interests-from superheroes to strange and wild creatures. Start your museum journey in the Family Room of the Ryan Leaning Center, and make your visit to the Art Institute an adventure for the whole family.

●Official Mobile App

Your personal, pocket-sized guide to the collection, this new iOS app features podcast-style audio tours, location-aware technology, access to the digital member card, and so much more. Download it today from the App Store.

●Photography

We encourage you to take pictures of the collection and special exhibitions for personal use. Signs indicate the few works that are not allowed to be photographed due to a lender requirement.

●Phones

You are welcome to use your phone to take pictures, text, and use the museum’s app-anything that does not disturb other visitors. If you need to make a phone call, please do so in a non-gallery space.

●Valet Parking

Art Institute visitors can drop off their cars at the Modern Wing entrance (159 East Monroe Street) and walk right into the museum. The valet service is available daily from 10:30 a. m. until one-half hour after closing.

●Admission

Adult: $ 32

Student: $ 26

Child (aged 13 and under): Free

Help us protect the collection-please do not touch the art.

1. How long at maximum can a visitor stay in the museum per day?

A．1 hour.

B．6 hours.

C．9 hours.

D．10 hours.

2. What can be learned from the Visitor Information?

A．Valet parking is not available after closing.	B．All artworks are encouraged to be pictured.
C．Audio guide is free to every museum visitor.	D．Family guides can be tailored to visitors’ needs.

3. How much would a couple with two children aged 6 and 14 pay for admission?

A．$ 64.

B．$ 90.

C．$ 116.

D．$ 128.

10 . SEA Summer High School Programs 2022

Science at SEA

Science at SEA is a four-week program for rising high school juniors and seniors, as well as recent high school graduates, which focuses on the coastal and offshore marine environment around Cape Cod, Massachusetts. The program includes a shore component on the SEA campus in Woods Hole and a sea component aboard the Sailing School Vessel (SSV) Corwith Cramer.

July 21 — August 13       Expense: $4,000

SEA Quest

SEA Quest is a two-week program that welcomes high school students and recent graduates. Participants will gain hands-on experience conducting field research, sailing at all ship, and understanding of the complexities of creating and managing marine reserves. They return home with a broader sense of the ocean's importance to our planet and the need to preserve this precious resource for future generations. Life here is fast-paced. No prior sailing experience is necessary. Strong desire to learn is required!

July 11 — July 22             Expense: $3,200

SEA Cape

This three-week summer program at SEA offers current high school students the opportunity to study the marine environment from a variety of perspectives: scientific, historical, and literary. Participants live and study at our campus in Woods Hole, Massachusetts.

June 27 — July 14            Expense: $3,800

SEA Expedition

This two-week summer program for high school students, including graduating seniors, is centered on learning by doing. SEA Expedition is a multidisciplinary experience that welcomes students to participate in every aspect of a challenging offshore sailing and oceanographic expedition, and occurs entirely aboard the SSV Corwith Cramer. Life at sea is fast-paced and tough.

July 5 — July 17               Expense: $3,500

1. Which program lasts the longest?

A．Science at SEA.

B．SEA Quest.

C．SEA Cape.

D．SEA Expedition.

2. What is necessary for participants in SEA Quest?

A．Previous experience in sailing.	B．Great eagerness to study the sea.
C．Ability to conduct scientific experiments.	D．Knowledge of sea resources preservation.

3. What is special about SEA Expedition?

A．It offers opportunities of sailing.	B．It entirely takes place on a ship.
C．It features many relaxing activities.	D．It allows graduates to participate in.