READING COMPREHENSION 9

41.
SHOULD CHILDREN BE TAKEN TO ART GALLERIES?
The debate about taking young children to art galleries has a long history. On one side are traditionalists -
conservators and keen gallery-goers - who disapprove of the noise and disruption caused by children and worry about
the damage to fragile paintings and sculptures. In opposition are the progressives - educationalists and parents - who
contend that viewing art enriches the lives of children. This dispute has resurfaced in the media recently following a
claim by the visual artist Jake Chapman that dragging children round galleries is "a total waste of time". Parents are
"arrogant", he says, for thinking children could understand the work of such complex artists as Jackson Pollock and
Mark Rothko.
Currently thinking, of course, sides with the progressives. Early exposure to art widens children's horizons,
develops their curiosity about the world, and boosts their creativity. Further, it significantly increases the chances that
they will have a life-long interest. With this in mind, many galleries have adopted a more child-friendly approach,
encouraging parents to bring their children by arranging special events and handing out quizzes and worksheets to
children as they arrive. From this perspective, expecting children to conform to adult behaviour in galleries is a form
of punishment, which should be subverted at every turn.
But maybe Chapman does have a point. Developmental psychology suggests that before the age of 8 or 9
children view art only for what it represents in the real world. It is only in their early teens that children begin to go
beyond representation and understand that art is created to express certain meanings and values beyond the literal. Art
education is necessary before the adolescent can appreciate stylistic elements and develop a critical facility, making
their own judgements about the merits of a piece. Faced with abstract expressionism such as Pollock's drips and
looping swirls or Rothko's rectangles of colours, it's no wonder that young children quickly lose interest. We shouldn't
be surprised if most prefer the joys of running up and down the polished gallery floors as they search the paintings for
answers to worksheet questions, or even, heaven forbid, run their sticky fingers over priceless masterpieces. Should
children be allowed to ruin other visitors' experience by causing a din among the Pre-Raphaelites? Of course not.
Against this, I think back to my own experience of viewing art as a young child. I was taken to art galleries
regularly - but for short visits to see just a handful of paintings each time. My parents would talk about each of the
paintings and always ask me what I liked most about it. I wouldn't say that I understood everything they said, but
through this exposure, over time I came to learn something about the subject matter of art, artistic techniques and,
above all, the experience of viewing: what's most important is how a piece of art makes you feel. I was lucky enough,
though, to have knowledgeable and sensitive parents, and local galleries available that we could visit again and again.
Access to art has undoubtedly improved my quality of life, and I only have to watch a child engaging with a painting
to realize it is the same for many others.
Jake Chapman was right to reignite the debate, but his conclusion is wrong. We shouldn't be excluding
children from art galleries. Instead, we should be educating parents, helping them to improve the experience of their
children's gallery visits - good both for their children and other visitors. First, parents should know some simple
ground rules of gallery bahaviour and make sure they and their children stick to them: don't touch paintings and
sculptures (it can cause damage); don't have loud phone conversation (it's annoying for everyone else); and don't take
photos of the artworks (paintings are meant to be looked at, not posed next to - buy a guidebook afterwards if you
want a record of what you've seen). More importantly, though, they need advice on how to encourage their children to
look at and talk about artwork. The worksheets given to children could be replaced with ones for parents, including
relevant information and suggested discussion topics to share with their children. Through interaction of this kind,
children will grow up believing that art is for all, not just for adults or for some exclusive group of art appreciators' to
which they do not belong. And by being involved, interest and enthusiasm will replace boredom.
1. What view does the artist Jake Chapman put forward about art galleries?
A. Parents think they are too difficult for children to understand.
B. Parents overestimate their value.
C. Children learn little about art by visiting them.
D. Children tend not enjoy visiting them.
2. According to the writer, 'progressives' believe that galleries _______.
A. should be organized with children in mind.
B. should prioritize children over adults.
C. should encourage children to paint more themselves.
D. should not restrict how children behave.
3. In the third paragraph, the writer says that very young children ______.
A. can be taught to judge the quality of a painting.
B. are not ready to appreciate abstract art.
C. are reluctant to criticize paintings.
D. are attracted not only to paintings showing scenes of real life.
4. During the writer's visits to art galleries as a young child _______.
A. her parents told her which paintings were noteworthy.
B. she accumulated knowledge of a large number of paintings.
C. she was surprised at her parents' knowledge of art.
D. she was encouraged to evaluate art.
5. What point does the writer make in the fifth paragraph?
A. Parents need to learn more about art appreciation.
B. Gallery rules need to be enforced more strictly.
C. Not all parents can appreciate art.
D. Adults should be more tolerant of children's behaviours in galleries.
6. An idea recurring in the text is that ______.
A. both adults and children behave badly in galleries.
B. children know as much about art as their parents.
C. it takes time for children to learn to appreciate art.
D. galleries are not doing enough to help children understand art.

42.
The year 1850 may be considered the beginning of a new epoch in America art, with respect to the development of
watercolor painting. In December of that year, a group of thirty artists gathered in the studio of John Falconer in New
York City and drafted both a constitution and bylaws, establishing The Society for the Promotion of Painting in Water
Color. In addition to securing an exhibition space in the Library Society building in lower Manhattan, the society
founded a small school for the instruction of watercolor painting. Periodic exhibitions of the members' paintings also
included works by noted English artists of the day, borrowed from embryonic private collections in the city. The
society's activities also included organized sketching excursions along the Hudson River. Its major public exposure
came in 1853, when the society presented works by its members in the "Industry of All Nations" section of the
Crystal Palace Exposition in New York.
The society did not prosper, however, and by the time of its annual meeting in 1854 membership had fallen to twenty-
one. The group gave up its quarters in the Library Society building and returned to Falconer's studio, where it broke
up amid dissension. No further attempt to formally organize the growing numbers of watercolor painters in New York
City was made for more than a decade. During that decade, though, Henry Warren's Painting in Water Color was
published in New York City in 1856, the book was a considerable improvement over the only other manual of
instruction existing at the time, Elements of Graphic Art, by Archibald Roberson, published in 1802 and by the 1850's
long out of print. In 1866 the National Academy of Design was host to an exhibition of watercolor painting in its
elaborate neo-Venetian Gothic building on Twenty-Third Street in New York City. The exhibit was sponsored by an
independent group called The Artists Fund Society. Within a few months of this event, forty-two prominent artists
living in and near New York City founded The American Society of Painters in Water Colors.
1. This passage is mainly about _______.
A. the most influential watercolor painters in the mid-1800's
B. efforts to organize watercolor painters in New York City during the mid-1800's
C. a famous exhibition of watercolor paintings in New York City in the mid-1800's
D. styles of watercolor painting in New York City during the mid-1800's
2. The year 1850 was significant in the history of watercolor painting mainly because _______.
A. John Falconer established his studio for watercolor painters
B. watercolor painting was first introduced to New York City
C. a group of artists established a watercolor-painting society
D. The first book on watercolor painting was published
3. The word "securing" in line 4 is closest in meaning to _______.
A. locking B. acquiring C. constructing D. creating
4. All of the following can be inferred about the Society for the promotion of Painting in Water Color EXCEPT
 A. The society exhibited paintings in lower Manhattan
B. The society exhibited only the paintings of its members
C. Instruction in watercolor painting was offered by members of the society
D. Scenes of the Hudson River appeared often in the work of society members
5. The word "it" refers to _______.
A. group B. time C. building D. studio
6. Which of the following is true of watercolor painters in New York City in the late 1850's?
A. They formed a new society because they were not allowed to join groups run by other kinds of artists.
B. They were unable to exhibit their paintings because of the lack of exhibition space.
C. The Artists Fund Society helped them to form The American Society of Painters in Water Colors.
D. They increased in number despite a lack of formal organization.
7. Henry Warren's Painting in Water Color was important to artists because it _______.
A. received an important reward
B. was the only textbook published that taught painting
C. was much better than an earlier published
D. attracted the interest of art collectors
8. The word "considerable" is closest in meaning to ________.
A. sensitive B. planned C. thoughtful D. great
9. The year 1866 was significant for watercolor painting for which of the following reasons?
A. The National Academy of Design held an exhibition of watercolor paintings.
B. Private collections of watercolors were first publicly exhibited.
C. The neo-Venetian Gothic building on Twenty-Third Street in New York City was built.
D. Elements of Graphic Art was republished.
10. The word "prominent" is closest in meaning to ________.
A. wealthy B. local C. famous D. organized

43.
HELPING TO SAVE THE ELEPHANTS
Once there were millions of elephants roaming our continents. Unfortunately, their numbers have been
reduced so much that they are now in danger of extinction. The two species of elephants left on earth today are the
African and the Asian elephants. The African elephant is threatened and the Asian elephant is in serious danger.
Although some progress has been made over the past few years to protect the elephant, a lot more needs to be
done. A large number of male Asian elephants are being killed for their ivory tusks, but the biggest threat to the
survival of the elephant is the loss of their habitat.
One fifth of the earth's human population live in Asia and their activities are squeezing elephants out. Today,
there are probably fewer than 35,000 elephants living in the wild in Asia. That may sound like a big number but in
fact the reality is that their future is not guaranteed. One of the reasons is that they are split into small, vulnerable
groups, another is that, as there are not enough males, reproduction rates are falling. In fact, Asian elephants are in so
much danger that some experts estimate that they could disappear in fewer than twenty years.
So what can be done to reverse this trend? Protecting the elephant will take a lot of work and determination
from a lot of different sources and, fortunately, certain players have taken steps in this direction. In May 1989, due to
pressure from conservationists and animal protectionists, the United States, Canada, Australia, the European
Community and a few other countries banned the commercial import of ivory. From 1990 onwards ivory, body parts
and live elephants (excluding zoo animals) cannot be imported or exported from or to these countries.
In another attempt to save the elephant, protectionists have started breeding elephants in captivity. Since 1990
for example, Ringling Bros. Circus has bred 16 elephants and a total of 42 elephants have been bred in captivity in
North America. Circus elephants live longer than elephants in the wild; in captivity, they can live up to 60 or 70 years
while in the wild a female elephant lives to 50 years and a male elephant only to 30 years.
It is hoped that if more people see elephants in zoos and circuses, they will be more likely to protect them.
1. There are _______ today.
A. lots of elephants alive B. millions of elephants alive
C. fewer elephants around D. more than two species of elephants on earth
2. The biggest threat to elephants is _______.
A. the loss of their tusks
 B. the destruction of their natural environment
C. the loss of their ivory
D. that male elephants are killing others
3. 35,000 elephants is not a lot because _______.
A. they live in the wild
B. they are not all found together
C. hard to hurt physically
D. they are very vulnerable animals
4. The word vulnerable in paragraph 3 is closest in meaning to ______.
A. physically strong B. weak and easily hurt physically
C. hard to hurt physically D. physically powerful
5. Reproduction is ________ of male elephants.
A. declining because of a lack B. difficult in big numbers
C. difficult in vulnerable group D. guaranteed by the abundance
6. There ________ elephants in twenty years.
A. may be fewer B. may be more danger to
C. may no longer be any Asian D. may be more Asian
7. According to the text, only ________ can be exported or imported.
A. elephant tusks B. wild elephants
C. dead elephants D. zoo elephants
8. Since 1990 ________ in North America.
A. elephant life expectancy has increased
B. a number of elephants have been born
C. male elephants have lived longer than females
D. elephants have not lived in captivity
9. The word they in paragraph 5 refers to _______.
A. protectionists B. captivities
C. wild elephants D. circus elephants
10. By breeding elephants in North America protectionists hope ________.
A. that people will see more of them.
B. awareness of the elephant's situation will improve.
C. there will be more zoos and circuses.
D. elephants will live longer.

44.
Endangered species are a pressing concern in today's world, representing the fragile balance of our
ecosystems and the need for conservation efforts. These species face a high risk of extinction due to various factors,
primarily human activities and environmental changes. The consequences of losing these species would extend far
beyond their individual existence, impacting the intricate web of life on our planet.
Human activities, such as habitat destruction, poaching, and pollution, are among the primary causes of
species endangerment. [A]. Rapid urbanization and expanding agricultural practices often result in the destruction
and fragmentation of natural habitats, leaving species without sufficient space, food, or resources to survive. The
relentless pursuit of resources, such as timber, minerals, and oil, further exacerbates the destruction of critical
ecosystems that support a diverse array of species.
Poaching remains a significant threat to many endangered species, driven by illegal wildlife trade and the
demand for products like ivory, fur, and exotic pets. [B]. Moreover, pollution from industrial activities, chemicals,
and pesticides contaminates habitats, affecting the health and reproductive capacities of various species.
Environmental changes, including climate change and habitat degradation, pose additional challenges to
endangered species. Rising global temperatures, altered precipitation patterns, and extreme weather events disrupt
ecosystems, making it difficult for species to adapt and survive. Changes in temperature and precipitation can affect
breeding patterns, alter migration routes, and disturb the delicate balance between predator and prey. [ C]. These
environmental shifts contribute to the decline of already vulnerable populations, further pushing them towards
extinction.
 The consequences of losing endangered species extend beyond their intrinsic value. Each species plays a
unique role in its ecosystem, contributing to its stability and functioning. Removal of a single species can trigger a
domino effect, impacting the entire ecosystem. For example, the decline of pollinators like bees and butterflies affects
the reproduction of plants and can lead to reduced agricultural productivity. Predatory species maintain the balance by
controlling populations of prey species, preventing overpopulation and ecosystem imbalances.
Legislative measures, public awareness campaigns, and on-ground conservation practices are crucial ones to
address the plight of endangered species and protect their habitats. These conservation efforts need actions taken by
both the publics and the authorities. Governments and international organizations establish protected areas and
implement laws to regulate hunting, trade, and habitat destruction. [D]. Additionally, raising public awareness about
the importance of biodiversity and the impacts of human activities helps foster a sense of responsibility towards
species conservation.
Conservation organizations and researchers work tirelessly to study and monitor endangered species, gather
data on population trends, and develop strategies for their protection. They engage in habitat restoration projects,
captive breeding programs, and reintroduction efforts to bolster populations and restore balance to ecosystems. Such
initiatives often involve collaboration with local communities, engaging them in sustainable practices and promoting
their involvement in species conservation.
Public participation is key to ensuring the success of conservation efforts. Individuals can contribute by
supporting conservation organizations, volunteering for wildlife surveys and monitoring programs, and making
informed choices as consumers. Responsible tourism can also play a significant role in promoting sustainable
practices that protect the habitats and well-being of endangered species.
Generally, endangered species are a crucial component of our planet's biodiversity, representing the delicate
interplay of life on Earth. Human activities and environmental changes pose significant threats to these species,
pushing them towards extinction. Protecting endangered species and their habitats requires concerted efforts from
governments, organizations, researchers, and the public. By recognizing the value of these species and taking
proactive measures to conserve them, we can strive towards a more sustainable future that safeguards the diversity
and resilience of our planet's ecosystems.
1. Which of the following could be the best title for the passage?
A. The Urgent Call for Conservation and Protection
B. The Vital Measures to Diversify Endangered Species
C. The Main Grounds of Extinction and Imbalance
D. The Repercussions of Biodiversity Loss
2. According to paragraph 2, which of the following is NOT mentioned as the human activities that badly affect
endangered species?
A. Destroying natural habitat B. Enlarging farming land
C. Pursuing natural resources D. Leaving sufficient space
3. According to the passage, hazardous substances from industry have an effect on _________ of some species.
A. hunting B. breeding C. route migrating D. food finding
4. The word intrinsic in paragraph 5 is closest in meaning to _________.
A. contrasting B. typical C. important D. comparative
5. The word ones in paragraph 6 refers to _________.
A. measures B. campaigns C. practices D. efforts
6. In which space (marked [A], [B], [C] and [D] in the passage) will the following sentence fit?
The indiscriminate foraging for these animals disrupts their populations and can push them to the brink of
extinction
A. [A] B. [B] C. [C] D. [D]
7. The word bolster in paragraph 7 is closest in meaning to ________.
A. reinforce B. reduce C. spread D. expand
8. According to the passage, individuals can help in species conservation by ________.
A. being responsible in suspending tourism for local communities
B. developing strategies for endangered species protection
C. getting enough information before making choices as consumers
D. initiating habitat restoration projects
9. Which of the following is TRUE according to the passage?
A. One of the reasons makes species difficult to adapt is the change of rain cycle.
 B. Ecosystems are being disrupted merely by rising in global temperatures
C. Predatory species become the main reason for the extinction of prey species.
D. A domino effect can only be triggered by the removal of certain unique species
10. Which of the following can be inferred from the passage?
A. Responsible consumption of local communities is the key for scientific research.
B. Individuals can actively engage in data collection and contribute to scientific research.
C. Individuals can provide financial assistance and help fund responsible tourism.
D. Separate contribution from researchers and local communities is the success of conservation efforts.

45.
Preschools – educational programs for children under the age of five – differ significantly from one country to
another according to the views that different societies hold regarding the purpose of early childhood education. For
instance, in a cross-country comparison of preschools in China, Japan, and the United States, researchers found that
parents in the three countries view the purpose of preschools very differently. Whereas parents in China tend to see
preschools primarily as a way of giving children a good start academically, Japanese parents view them primarily as a
way of giving children the opportunity to be members of a group. In the United States, in comparison, parents regard
the primary purpose of preschools as making children more independent and self-reliant, although obtaining a good
academic start and having group experience are also important.
While many programs designed for preschoolers focus primarily on social and emotional factors, some are
geared mainly toward promoting cognitive gains and preparing preschoolers for the formal instruction they will
experience when they start kindergarten. In the United States, the best-known program designed to promote future
academic success is Head Start. Established in the 1960s when the United States declared the War on Poverty, the
program has served over 13 million children and their families. The program, which stresses parental involvement,
was designed to serve the “whole child”, including children's physical health, self-confidence, social responsibility,
and social and emotional development.
Whether Head Start is seen as successful or not depends on the lens through which one is looking. If, for
instance, the program is expected to provide long-term increases in IQ (intelligence quotient) scores, it is a
disappointment. Although graduates of Head Start programs tend to show immediate IQ gains, these increases do not
last. On the other hand, it is clear that Head Start is meeting its goal of getting preschoolers ready for school.
Preschoolers who participate in Head Start are better prepared for future schooling than those who do not.
Furthermore, graduates of Head Start programs have better future school grade. Finally, some research suggests that
ultimately Head Start graduates show higher academic performance at the end of high school, although the gains are
modest.
In addition, results from other types of preschool readiness programs indicate that those who participate
and graduate are less likely to repeat grades, and they are more likely to complete school than readiness program, for
every dollar spent on the program, taxpayers saved seven dollars by the time the graduates reached the age of 27.
The most recent comprehensive evaluation of early intervention programs suggests that, taken as a group,
preschool programs can provide significant benefits, and that government funds invested early in life may ultimately
lead to a reduction in future costs. For instance, compared with children who did not participate in early intervention
programs, participants in various programs showed gains in emotional or cognitive development, better educational
outcomes, increased economic self-sufficiency, reduced levels of criminal activity, and improved health-related
behaviors. Of course, not every program produced all these benefits, and not every child benefited to the same extent.
Furthermore, some researchers argue that less-expensive programs are just as good as relatively expensive ones, such
as Head Start. Still, the results of the evaluation were promising, suggesting that the potential benefits of early
intervention can be substantial.
Not everyone agrees that programs that seek to enhance academic skills during the preschool years are a good
thing. In fact, according to developmental psychologist David Elkind, United States society tends to push children so
rapidly that they begin to feel stress and pressure at a young age. Elkind argues that academic success is largely
dependent upon factors out of parents' control, such as inherited abilities and a child's rate of maturation.
Consequently, children of a particular age cannot be expected to master educational material without taking into
account their current level of cognitive development. In short, children require development appropriate educational
practice, which is education that is based on both typical development and the unique characteristics of a given child.
1. According to paragraph 1, parents in Japan tend to think of preschool primarily as a place where children can
_____________.
 A. get a good academic start B. expand their emotional development
C. become more independent D. experience being part of a group
2. It can be inferred from paragraph 2 that the Head Start program was designed to serve children who ___________.
A. come from families that do not have a lot of money
B. are not doing very well in kindergarten
C. were born in the 1950s
D. need programs that focus primarily on social and emotional factors
3. According to paragraph 3, the Head Start program had NOT been successful at which of the following?
A. Helping children adjust to school.
B. Providing long-term increase in IQ scores.
C. Improving school performance throughout high school.
D. Preventing children from being placed in special-education classes.
4. In paragraph 4, the author mentions the “results from other types of readiness programs” to _________.
A. provide support for the idea that preschool readiness programs have been somewhat successful
B. question the idea that Head Start is more effective than other preschool readiness programs
C. indicate school completion is usually the most reliable indicator of success in most readiness programs
D. emphasize that participating in readiness programs can be increased if costs are reduced
5. According to paragraph 4, a cost-benefit analysis of one preschool readiness program revealed that ________.
A. only one dollar's worth of benefit was gained for every seven dollars spent on the program
B. the benefits of the program lasted only until the participants reached age 27
C. taxpayers saved seven dollars for every dollar spent on the program
D. to be successful, the program would need to receive about seven times as much money as it currently
receives
6. The word “comprehensive” in the passage is CLOSEST in meaning to ____________.
A. easily understood B. thorough C. respectable D. objective
7. Paragraph 5 mentions that participants in early intervention programs have been shown to do all of the following
better than nonparticipants EXCEPT________.
A. take care of their health
B. support themselves financially
C. take care of their own children
D. have increased emotional development
8. According to paragraph 5, which of the following is TRUE about the benefits of early intervention programs?
A. These programs produce good short-term benefits but few long-term benefits.
B. Only the most expensive programs provide substantial benefits.
C. The Head Start program provides a range of benefits that no other program can provide.
D. Some children benefit more than others do from these programs.