Reading Comprehension: Fine Arts

20 Questions | Total Attempts: 192

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Reading Comprehension: 20 questions / 30 minutes (After 30 minutes, the window will be closed. ) Check you select right topic according to your major. Topic for Fine Arts (major: visual and performing arts, architecture, music, film, photography )


Questions and Answers
  • 1. 
    Choose the meaning that is closest to the meaning of the verb underlined. The teacher had her class writie a composition.
    • A. 

      Gave them no choice

    • B. 

      Persuaded them

    • C. 

      Requested them to do this

  • 2. 
    * Choose the meaning that is closest to the meaning of the verb underlined. Mrs. Wilson made the children wash their hands before dinner.
    • A. 

      Gave them no choice

    • B. 

      Persuaded them

    • C. 

      Requested them to do this

  • 3. 
    * Read the descriptions of some TV news programs. Choose the correct words and phrases. < Regional Recap > Are you addicted to the news? This Friday morning program features all of your favorite stories from the previous week, so you can enjoy them all again. Especially useful for busy people who didn’t catch all of the details of their favorite stories during the week. < All news is Good News! > If you need to (1) _______ from negative news stories, you’ll appreciate our coverage of only positive stories. We (2) ________ stories about success, lucky breaks, and ordinary people who have become heroes in their communities. Join us for our daily message of hope and happiness. Q) Fill the blank 1)
    • A. 

      Underlying

    • B. 

      Get the scoop on

    • C. 

      Coverage

    • D. 

      Take a break

    • E. 

      Catch

  • 4. 
    Q) Fill the blank (2)
    • A. 

      Underlying

    • B. 

      Get the scoop on

    • C. 

      Coverage

    • D. 

      Take a break

    • E. 

      Catch

  • 5. 
    Q) Fill the blank 3)
    • A. 

      Underlying

    • B. 

      Get the scoop on

    • C. 

      Coverage

    • D. 

      Take a break

    • E. 

      Catch

  • 6. 
    < The San Andreas Fault > Chapter 1: Southern and central segments. Chapter 2: Northern Segments Chapter 3: Notable Earthquakes Chapter 4: Scientific Research Chapter 5: Pop Culture Reference Chapter 6: The Next Big one. Q) The reader is looking for a description of the 1906 San Francisco earthquake. The reader would probably find this information most quickly and easily by looking first in which part of the book?
    • A. 

      Chapter one

    • B. 

      Chapter three

    • C. 

      Chapter five

    • D. 

      Chapter six

  • 7. 
    Choose one sentence which is not relate to the main idea of the passage. The discovery of America was an accident. It was the result of Europe’s desire for trade with China and India. In 1492, Christopher Columbus set out under the flag of Spain to find a direct sea route to the rich trading areas of the Far East. (1) He hoped to find a shorter route to China and India. (2) So he sailed due west across the Atlantic. (3) Instead, he found two huge continents that were until then unknown to Europe. (4) They blocked his way to the Far East. (5) These two continents were North America and South America.
    • A. 

      (1)

    • B. 

      (2)

    • C. 

      (3)

    • D. 

      (4)

    • E. 

      (5)

  • 8. 
    * Read the passage and answer the question. It is easy to say, “Enlarge your vocabulary: first, that you may enter upon the privileges of a cultivated person: and second, that you may be able to to tell the truth easily and accurately.” But it is another and more difficult matter to prescribe the means by which this is to be done. Every student must, to a large degree, work out his or her own method. the reading of the best books and conversation with cultivated people are both helps to the free use of words. The dictionary is the best friend for your task. Never allow a strange word to pass unchallenged. Usually, it is wide to look it up at the moment. If that is impossible, it must be written firmly on the memory and traced at the first opportunity. It is good to encourage in yourself the habit of dawdling a little over the dictionary. It is the only place where dawdling reaps a harvest. To learn two new words a day-thoroughly to learn them, so that their use will not have a foreign accent-is to insure a large vocabulary before you reach middle age. Q) The paragraph states that you can enlarge your vocabulary by:
    • A. 

      Any means possible.

    • B. 

      Using the dictionary often.

    • C. 

      Accepting the privileges of a cultivated person.

    • D. 

      Developing your memory.

  • 9. 
    * Read the passage and answer the question. Talking with a young man about success and a career, Doctor Samuel Johnson advised the youth to “know something about everything, and everything about something.” The advice was good--in Doctor Johnson’s day, when London was an isolated village, and it took a week to get the news from Paris, Rome, and Berlin. Today, if a man were to take all knowledge for his province and try to know something about everything, the allotment of time would give one minute to each subject, and soon the youth would flit from topic to topic as a butterfly from flower to flower, and life would be about as evanescent as the butterfly, that lives for the present honey and moment. Today commercial, literary, or inventive success means concentration. Q) In order to be successful, the writer would probably advise youth:  
    • A. 

      To act more seriously and live life day to day.

    • B. 

      To spend more time studying subjects they like.

    • C. 

      To know something about everything only.

    • D. 

      To concentrate and specialize in one area.

  • 10. 
    * Read the passage and answer the question. Chemical weapons were first used by Germany during World War 1. Britain, France, and the United States soon followed suit. Soldiers suffocated in poisonous clouds of chlorine; when the gas mask was invented, combatants deployed the more pervasive and persistent mustard gas, which caused severe blistering, clouded eyes, seared lungs, and if the victim survived, a greater chance of developing cancer. Immediately following the war, members of the League of Nations began formulating a comprehensive international ban on chemical weapons, although many signatories reserved the right to produce them as a retaliatory measure. The United States did not add its signature until fifty years later, in 1975. Q) We can conclude from the last sentence that the United States:
    • A. 

      Suffered more than most countries in chemical warfare.

    • B. 

      Was reluctant to give up its right to produce chemical weapons.

    • C. 

      Waited until all countries signed the 1925 Geneva Protocol.

    • D. 

      Detested war and all its horrible weapons.

  • 11. 
    [ Question 12-15 ] Read the passage below and answer the FOUR questions that follow. Before one begins to read an unfamiliar work of literature, it is often helpful to know what kind of work it is--that is, what genre it belongs to. If we know what expectations we should have, we are less likely to misunderstand what the author is trying to accomplish. The Lord of the Rings is a work of fiction written in the middle of this century about a world that greatly resembles medieval times in Europe. It is unmistakably a novel, yet the real significance of the events and the characters will be clearer to readers who know something about the literary tradition, or genre, called the epic, and who have read, for example, The Odyssey or Beowulf. Moreover, there is a special kind of pleasure in the recognition of familiar patterns of events and characterization, which are varied and even deliberately reversed. The skillful interplay of a great storyteller like Tolkien. No one, of course, knows exactly what the Middle Ages were really like, but readers get an illusion in The Lord of the Rings of being in an ancient world which is in some mysterious way part of the history of our own world. Then, after the fashion of the epic tradition, they will expect that the story will follow the movements of a particular person who is of heroic stature (physically and mentally) and who embodies the ideals and values of a particular people. Readers feel sure that the hero will, like the heroes in The Odyssey and Beowulf, go on a journey and experience a variety of adventures, which he will survive after many hardships and will then return to his own home and people. Q) Which of the following is probably the intended audience for this passage?
    • A. 

      Students of the Middle Ages

    • B. 

      Those preparing to read The Odyssey

    • C. 

      Those preparing to read The Lord of the Rings

    • D. 

      Those preparing to read Beowulf

  • 12. 
    [ Question 12-15 ] Q) The central point of the passage is best summarized as follows:
    • A. 

      The heroes in Tolkien's story are identical to those in The Odyssey or Beowulf.

    • B. 

      Ons should read familiar works of literature before reading and unfamiliar one.

    • C. 

      The history of the ancient world is related to the history of our own world.

    • D. 

      Fully appreciating The Lord of the Rings involves familiarity with the epic tradition.

  • 13. 
    [ Question 12-15 ] Q) The author implies which of the following about the conclusion of The Lord of the Rings?
    • A. 

      It is a happy one.

    • B. 

      It is a unique one.

    • C. 

      It has been plagiarized.

    • D. 

      It is very much like the opening of the novel.

  • 14. 
    [ Question 12-15 ] Q) It may be inferred that readers who expect The Lord of the Rings to contain elements of the epic tradition will:
    • A. 

      Have a background that the author of this passage does not share.

    • B. 

      Have ignored this passage.

    • C. 

      Have misread this passage.

    • D. 

      Have their expectations fulfilled.

  • 15. 
    Topic B: Fine arts (major: visual and performing arts, architecture, music, film, photography) [ Text ] (1) The ancient Egyptian art form evolved over five thousand years ago with the emergence of the early Egyptian civilization along the Nile River Valley, and remained relatively unchanged for the next three millennia. Egyptian art had a number of strict conventions for representing the human body that makes the style immediately recognizable to even the most untrained eye. Men are traditionally shown in white loincloths and women in short sleeved linen dresses. There were some slight changes in dress as new fashions became widespread, but most were just variations upon this singular theme. The musculature and joints such as the knees are drawn well most likely due to the Egyptian’s knowledge of anatomy gleaned through mummification practices. Yet, the pictures give a distorted representation of the body. Almost without exception the head is drawn in profile by a strict outline at a perfect ninety degree angle to its frontally posed broad shoulders. The eyes, wide-open and looking forward, are drawn facing the painter and detailed in full. The torso is at three-quarters view, but legs and arms are again in profile and depicted one in front of the other, clearly demonstrating motion. Outlined from the big toe upwards, feet are both painted from the inside so that the figure appears to have two same feet. (2) It was through paintings that the ancient Egyptian artists expressed their intentions. They had very keen eyes for detail and like a botanist who describes every single part of a flower, the artists were attentive in describing their subjects. Symbolism is apparent not only in the depictions of the individuals but also in the colors and animals. People drawn with big eyes and broad foreheads stood for sagacity and the images of a pharaoh holding a mace was symbolic of the king’s role in protecting Egypt from chaos even though few ever went into battle. The use of blue or green emblematized the Nile and yellow the Sun.Numerous animals adorn many of the pictures found and are drawn with scrupulous scrutiny into detail. Those which delineate pharaohs included renderings of falcons often hovering over their heads with outstretched wings. Since the most important aspect of these paintings is that they were often meant to be an accompaniment for the deceased in the other world, the artist’s primary goal was to preserve everything of the present time as permanently as possible. (3) One constant between all the paintings is that unitary exactness was stressed over cosmetic representation, but the meticulous homeometric regularity of figures did not filter over into perspective. In order to display distance, objects farther away were placed in the upper section or were painted over. Artists conservatively prepared walls for paintings by marking red horizontal and vertical guidelines and built specific grid patterns for standing figures arranging homogeneous bodily features for each symbolized individual with great emphasis on proportion. Murals, like Egyptian society as a whole, were characterized by their sense of order and harmonic balance. Scenes set on baselines depict events in chronological sequence, from right to left, focusing on one central character in the story, usually the tomb owner, a God or a king. In addition, since artists were charged with reinforcing social hierarchy, they were forced to draw figures in approximate sizes based not on their perceived distance from the observer, but on their relative importance. The pharaoh, for instance, is illustrated as the largest figure in the painting regardless of where he or she is situated. A lesser God is drawn smaller than a greater God. Wives and commoners are portrayed diminutively, towering only over children and some animals. As a result, artists painted an extraordinarily vivid view of life in ancient Egypt, confined by inexorable categorization of people based on social class and persistent laws of artistic presentation. B-16. The word slight in the paragraph 1 is closest in meaning to
    • A. 

      Operative

    • B. 

      Minor

    • C. 

      Frank

    • D. 

      Staggering

  • 16. 
    Topic B: Fine arts (major: visual and performing arts, architecture, music, film, photography) B-17. Which of the following is NOT given as a characteristic of Egyptian paintings in paragraph 1?  
    • A. 

      Eyes looking out on the observer

    • B. 

      Poorly defined muscles in the arms

    • C. 

      Face described in profile

    • D. 

      Partial view of the upper body

  • 17. 
    Topic B: Fine arts (major: visual and performing arts, architecture, music, film, photography) B-18.Which of the sentences below best expresses the essential information in the highlighted sentence in the passage?
    • A. 

      The artist attempted to accurately record everything of current life because what was drawn would follow the dead into the other world.

    • B. 

      As the paintings represented what the dead would be able to carry with them into their next lives, they decided items before their death.

    • C. 

      In order for the deceased to reach the other world, it was necessary to ensure that their life was accurately portrayed in art.

    • D. 

      Paintings were drawn on good materials in an effort to assist the deceased in their passage into the next world and pray for their welfare.

  • 18. 
    Topic B: Fine arts (major: visual and performing arts, architecture, music, film, photography)   B-19. Why does the author mention Wives and commoners in the passage?
    • A. 

      To categorize Egyptian people into different social classes.

    • B. 

      To demonstrate how social strata were represented in paintings

    • C. 

      To suggest that they played an important role in Egyptian society

    • D. 

      To argue that they cared about children and animals greatly

  • 19. 
    Topic B: Fine arts (major: visual and performing arts, architecture, music, film, photography) 5. Complete the summary by selecting the three answer choices that express the most important ideas in the passage. Ancient Egyptian pictures all contain their won distinctive features. 1) 2) 3)
    • A. 

      Early Egyptian artists lacked the advanced knowledge necessary to precisely draw the human body.

    • B. 

      Abstract representations of religious and conceptual themes were often incorporated in the Egyptian arts.

    • C. 

      A variety of types of animals and plants were without exception drawn to give life to paintings.

    • D. 

      The human form is always portrayed in a pose that appears unnatural.

    • E. 

      The location and size of an object in murals were determined by firm rules.

    • F. 

      Consistency found in Egyptian paintings is the primary reason for their superior artistic value.

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