When you think of an artist, you probably think of someone painting on canvas  . But Guido Daniele creates fantastic paintings of birds, elephants, tigers, and giraffes by painting on skin. Born in Soverato, Italy, Guido Daniele has been called"Ha nd Gogh" (after artist Vincent van Gogh) since he began creating works of art on people' s hands in 1990. Painting on the hands can be a challenge because, unlike canvas, the skin moves when rubbed. Daniele' s models must remain perfectly still for hours as he paints. He often uses his daughter and his son as his "canvases". Before he can begin to create his "manimals" ( the artist' s name for his hand animals), Daniele studies photographs of the animal that he will be painting in order to be able to understand its character and give it life. "Next," he says, "I look at the hand from different perspectives   ,and I begin to imagine what is the best way to position the hand for me to paint the animal. "He also studies the skin of the model, preferring it to have little hair and few blemishes  . Daniele starts by drawing on the model' s hand with a pencil. He next paints the skin using watercolor1s made specifically for body art. The eyes of Daniele' s painted animals look amazingly real, and they are the most difficult part to paint. Paintings on hands must eventually be washed away. Guido Daniele says that he's gotten used to this part and that he doesn' t really mind seeing his work washed down the drain  . " Tomorrow, I will paint the next one. The important thing is to take many good photo- graphs before washing the hand!" How does Daniele feel about the fact that his paintings must be washed away? A) He feels disappointed at this. B) He cares little about this. C) He is satisfied to see this. D) He in fact can' t accept this.
B


In 1812, in a village near Paris, France, a little boy had a terrible accident. He hit himself in the eye with one of his father's sharp tools, and became blind. His name was Louis Braille, and he was only four years old. He was a clever little boy, and he soon learned to "see" without his eyes. He touched things, or smelled them, or tasted them. His family described things to him. Although he couldn't see people's faces, he learned to recognize their voices. After his seventh birthday, Louis went to the little school in the village. But there weren't any books for him. His classmates read his lessons to him and his sisters helped him with his homework. He learned his lessons well, but he couldn't learn to read or write. In 1819, the village priest   told Louis Braille's story to the director of a famous school for blind boys. At this school, boys learned math, grammar, geography, history, and music. And they learned to read! Louis went to the school in Paris in February, 1819. He loved his classes and received high grades. He learned to play the piano and to knit   hats and sweaters. And he learned to read -- with his fingers! The raised-print letters in the books at school stood up from the surface of the paper. Louis could feel them with his fingers. He was able to recognize some of them easily, but some of them were difficult. The letters had to be very large, and sometimes there were only a few letters on a page. The books were huge and heavy. And they were expensive. There were only fourteen books in the school library! Louis read the three or four books for his class again and again. He tried to think of a better way to make books for blind people. He experimented with new alphabets. After about three years, Louis invented a system of raised dots. The other students thought Louis's system was wonderful. They were able to read it easily, and they learned to write, too. Today, there are thousands of Braille books for blind people. Louis Braille was only fifteen years old when he invented his wonderful system! Without his eyes, he could also "see" by   _   . A) touching things B) smelling or tasting things C) trying to recognize people's voices D) all the above ways
D


Q: Typing Success in 20 Minutes a Day -- Teaching Your K-12 Students to Type in 20 Minutes a Day Typing is fast becoming an important skill in our world. Making this skill available to your students is very important. Just 20 minutes of the following activities per day will give your students the finger strength and keyboard knowledge they need to be ready to include typing in their learning programs. Step 1 Knitting  : You can try various styles until you find the one that best suits your students' abilities. Finger knitting is a great way to start! It helps students focus on finger strength. Knitting with needles is a little more challenging but will suit some older    students. The more practice the fingers get the stronger they will become. Step 2 Key board games: It helps your students become familiar with the keyboard. Students as young as four years old can practice finger placement, letter sounds and names using the keyboard of computers. Step 3 Clay modeling: Many children develop the ability to be quick and skilful with their hands through creating clay models. The creative nature of this activity keeps children engaged for long periods of time. It helps keep fingers strong and supple. Step 4 Lego   building: Little fingers become strong when children pull apart little Lego time and time again. Because of the fun nature of this activity it helps build and does a lot to reinforce the ability to arrange things into an order -- another important aspect in typing. Choose an age-appropriate, interactive and engaging typing program. All students are different and with firm finger skills typing can be easily learned in 20 minutes a day with the use of a mixture of these different approaches. All the following steps can make one's fingers stronger EXCEPT   _  . A) Step4 B) Step3 C) Step2 D) Step1
A: C


(Question)
They say that the real marathon begins at 35 kilometers -- the rest is just a warm up. And sure enough, in 2009, at around the 36 kilometer point of the Beijing Marathon I experienced what runners call "hitting the wall". I had been doing well until that point, but suddenly I felt a sharp pain in my leg. My pace slowed down dramatically and every brain cell in my head seemed to be screaming "stop!!!" The last 5 kilometers were not fun; in fact, they were really hard work. Keeping motivated to run those last few kilometers was one of the hardest things I had ever done. But that is what makes running a marathon such a rewarding experience -- if it were easy everyone would do it. I have to admit it is sometimes not even easy to find the motivation to get out of bed, pull on your running shoes and head out into the morning to go for another run. These last two weeks of training for the Muztagata climb have been a little tough. I have been following my training plan for about three months but now I find that my original enthusiasm   has all been used up. Day after day of going to the gym is beginning to wear me down and there still seems so much longer to keep this up. I have begun to doubt that I am actually making any progress or getting any fitter and even thought that I might be going backwards! These are all very common experiences for people who are working towards challenging, longer term goals and I have learned to recognize these "highs" and "lows" in my energy and enthusiasm. Over the years I have learned a number of tricks that help me to deal with the days when my early motivation seems to have abandoned me for good. When people are working extremely hard towards challenging,   _  . A) they can keep themselves motivated all the time B) they will never hesitate to continue carrying out their plan C) they sometimes feel as if they stop making progress D) they will fail to keep their spirits up
(Answer)

C