1 . The term “Hudson River school” was applied to the foremost representatives of nineteenth-century North American landscape painting. Apparently unknown during the golden days of the American landscape movement, which began around 1850s and lasted until the late 1860s, the Hudson River school seems to have emerged in the 1870s as a direct result of the struggle between the old and the new generations of artists each to assert its own style as the representative American art. The older painters, most of whom were born before 1835, practiced in a mode often self-taught and monopolized by landscape subject matter and were securely established in and fostered by the reigning American art organization, the National Academy of Design.
The younger painters returning home from training in Europe worked more with figural subject matter and in a bold and impressionistic technique; their prospects for patronage in their own country were uncertain, and they sought to attract it by attaining academic recognition in New York. One of the results of the conflict between the two factions was that what in previous years had been referred to as the American, native, or, occasionally New York school — the most representative school of American art in any genre — had by 1890s become firmly established in the minds of critics and public alike as the Hudson River school.
The sobriquet was first applied around 1879. While it was not intended as flattering, it was hardly inappropriate. The Academicians at whom it was aimed had worked and socialized in New York, the Hudson’s port city, and had painted the river and its shores with varying frequency. Most important, perhaps, was that they had all maintained with a certain fidelity a manner of technique and composition consistent with those of America’s first popular landscape artist, Thomas Cole, who built a career painting the Catskill Mountain scenery bordering the Hudson River.
A possible implication in the term applied to the group of landscapists was that many of them had, like Cole, lived on or near the banks of the Hudson. Further, the river had long served as the principal route to other sketching grounds favored by the Academicians, particularly the Adirondacks and the mountains of Vermont and New Hampshire different ways.
1. According to the passage what was the function of the National Academy of Design for the painters born before 1835?| A．It mediated conflicts between artists. | B．It supervised the incorporation of new artistic techniques. |
| C．It supported their growth and development. | D．It determined which subjects were appropriate. |
| A．In New Hampshire. | B．In the Adirondacks. |
| C．In Vermon. | D．In Europe. |
| A．people | B．sides | C．cities | D．images |
| A．Hudson River School | B．The Nature’s Nation |
| C．Early Painters and Their Drawings | D．North American Landscape Painting |
2 . The art of learning how to think
Learning how to think is really the whole point of going to university because it is one of the few periods in your life when you get time to do it.
Like any skill, successful thinking takes practice. The more time you spend thinking and the more ideas you come up with, the more likely it is that some of them will be good ones.
If you are having trouble thinking, it may be because you lack another skill that would make it easier. It could be that you don’t have a wide enough vocabulary to put your thoughts into words.
One way to sharpen this skill is to think critically about what other people are thinking. Thinking is not always something that needs to be done alone.
If you get really good at thinking while at university, you may be able to think of a way to carry that on.
| A．Proper thinking is about creating an argument. |
| B．It enables us to become more independent thinkers. |
| C．If they’re all rubbish, try not to keep thinking about it. |
| D．And thus it saves you actually doing anything once you leave. |
| E．You may also be in the wrong environment for productive thought. |
| F．Having a one-track mind won’t improve your power of thinking anyway. |
| G．In fact, communicating your thoughts can help to develop and clarify them. |
1. 安抚对方；
2. 提出建议并说明理由。
注意：
1. 写作词数应为80个左右；
2. 请按如下格式在答题卡的相应位置作答。
Dear Patrick,
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yours,
Li Hua
1. Where does the conversation probably take place?
| A．In a café. | B．In an office. | C．On a soccer field. |
| A．Natalie. | B．Laura. | C．Dave. |
| A．The goalkeeper. | B．The striker. | C．The midfielder. |
| A．His brother is too confident. |
| B．His brother struggles to make friends. |
| C．His brother’s friends will be a bad influence on him. |
| A．CJ 875. | B．CJ 865. | C．CJ 930. |
1. What is the name of the speaker’s first play?
| A．Bird on the Wing. | B．Iris Falls. | C．Clara’s Girl. |
| A．She was a talented actress. |
| B．She didn’t trust another actress. |
| C．She couldn’t afford to pay proper actors. |
| A．Yvette Rogers. | B．Dame Vera Parker. | C．Shing Wu. |
1. How can the woman be described?
| A．Helpful. | B．Rude. | C．Dishonest. |
| A．A hospital booking. | B．A hotel room. | C．A flight. |
| A．Types of schools. | B．Places to sleep. | C．Online classes. |
1. What event are the speakers cleaning for?
| A．The Easter party. |
| B．The woman’s birthday. |
| C．The Spring Festival gathering. |
| A．Particular. | B．Excited. | C．Nervous. |
| A．To make his mother happy. | B．To treat his relatives. | C．To get rid of bad luck. |
| A．Wash clothes. | B．Cook. | C．Do the dishes. |
