The Guggenheim Museum attempts to help educators connect students with art. It offers programs for educators, including free arts curricula, professional development courses and workshops, as well as professional meet and greets that pair artists with public school teachers throughout New York City.
● Visiting with your students
The museum offers a variety of ways for educators and their students to visit, from self-guided tours to a guided experience.
Guggenheim Museum Highlights | Perfect for first-time visitors, the Highlights Tour focuses on the museum’s innovative architecture, history, and permanent collection. |
Special Exhibition | This tour offers an opportunity to engage in a lively, in-depth exploration of one of our special exhibitions. Learn about the artistic processes and movements behind some of the most revolutionary artists of the modern and contemporary age. |
Custom Tour | Tour can be customized to accommodate a variety of interests, learning styles and subject matter. Our gallery educators can create a one-of-a-kind experience tailored to your group’s needs. |
Lecturer’s Badge | Conduct a group tour of up to 20 people. |
● Arts curriculum online
The Guggenheim produces free curriculum materials on exhibitions for educators to use both during school visits and in the classroom. While the material focuses on recent exhibitions, a comprehensive range of lessons cover many works and artists in the museum’s collection.
● Learning through Art
Learning Through Art sends experienced teaching artists into New York City public schools, where they work with classroom teachers to develop and facilitate art projects into the school curriculum.
● Education facilities
Housed in the Sackler Center for Arts Education, the Guggenheim’s education facilities include studio art and multimedia labs, a theater, an exhibition gallery, and a conference room.
1.Who are the museum’s programs intended for?
A. Students. B. Parents.
C. Educators. D. Artists.
2.Which tour can be designed based on your own interest?
A. Custom Tour.
B. Lecturer’s Badge.
C. Special Exhibition.
D. Guggenheim Museum Highlights.
3.How do teaching artists help to make art projects into the school curriculum?
A. By giving lessons online.
B. By working with teachers.
C. By providing free materials.
D. By designing projects alone.
4.What can we do in the Sackler Center?
A. Appreciate art works.
B. Dine with your friends.
C. Perform science experiments.
D. Collect your favorite exhibits.
（题文）假定你是南昌市外国语学校高三学生李华。你的美国朋友Jefferson在给你的邮件中提到他对中国新近出现的一种共享单车“mobike”很感兴趣，并请你做个简要介绍。请你给Jefferson回信，内容包括：
1. 这种单车的使用方法（如：APP查看车辆、扫码开锁等）；2. 这种单车的优势；3. 你对这种单车的看法。
注意：1. 词数100左右；
2. 开头和结尾已给出，不计入总词数。
（提示词：智能手机 smartphone, 二维码 the QR code）
Dear Jefferson,
__________________________________________________________________________________________________
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Sincerely,
Li Hua
短文改错
When I look at this picture of myself. I realize of how fast time flies. I had grown not only physically.and also mentally in the past few years. About one month after this photo was took, I entered my second year of high school and become a new member of the school music club. Around me in picture are the things they were very important in my life at that time,car magazines and musical instruments.I enjoyed studying difference kings of cars and planes,playing pop music,and collecting the late music albums.This picture often brings back to me many happy memories of your high school days.
语法填空
She looks like any other schoolgirl, fresh-faced and full of life. Sarah Thomas is looking forward to challenge of her new A-level course. But unlike her school friends, 16-year-old Sarah is not spending half-term 1. (rest). Instead, she is earning $6,500 a day as 2. model in New York.
Sarah 3.(tell) that she could be Britain's new supermodel, earning a million dollars in the new year. Her father Peter, 44, wants her to give up school to model full-time. But Sarah, 4.has taken part in shows along with top models, wants 5.(prove) that. She has brains as well as beauty. She is determined to carry on with her 6.(educate).
She has turned down several 7.(invitation) to star at shows in order to concentrate on her studies. After school she plans to take a year off to model full-time before going to university to get a degree 8. engineering or architecture.
Sarah says, “My dad thinks I should take the offer now. But at the moment, school 9.(come) first. I don't want to get too absorbed in modeling. It is 10.(certain) fun but the lifestyle is a little unreal. I don't want to have nothing else to fall back on when I can't model my more.”
How to Do Man-on-the-Street Interviews
The man-on-the-street interview is an interview in which a reporter hits the streets with a cameraman to interview people on the spot.1. But with these tips, your first man-on-the-street interview experience can be easy.
When your boss or professor sends you out to do man-on-the-street interviews for a story, think about the topic and develop a list of about ten general questions relating to it. For example, if your topic is about environmental problems in America, you might ask, “Why do you think environmental protection is important in America?” 2.
Hit the streets with confidence. 3. Say, “Excuse me, I work for XYZ News, and I was wondering if you could share your opinion about this topic.” This is a quick way to get people to warm up to you.
Move on to the next person if someone tells you she is not interested
Don’t get discouraged.
4. Each interview that you get on the street shouldn’t be longer than ten minutes. As soon as you get the answer you need, move on to the next person. Make sure that as you go from interview to interview, you are getting a variety of answers. If everyone is giving you the same answer, you won’t be able to use it. A safe number of interviews to conduct is about six to ten.
5.
If your news station or school requires interviewees to sign release forms to appear on the air, don’t leave work without them.
A. Limit your time.
B. As you approach people, be polite.
C. If you don’t own a camera, you can buy one.
D. For new reporters, this can seem like a challenging task.
E. To get good and useful results, ask them the same question.
F. That number of interviews should give you all the answers you need.
G. With a question like this, you will get more than a “Yes” or “No” reply.
For a long time Gabriel didn’t want to be involved in music at all. In his first years of high school, Gabriel would look pityingly at music students, ______across the campus with their heavy instrument cases, ______at school for practice hours ______ anyone else had to be there. He swore to himself to______music, as he hated getting to school extra early.
_______, one day, in the music class that was ______of his school’s standard curriculum, he was playing idly (随意地)on the piano and found it _________to pick out tunes. With a sinking feeling, he realized that he actually ______doing it. He tried to hide his ______pleasure from the music teacher, who had ______over to listen. He might not have done this particularly well, ______the teacher told Gabriel that he had a good_______and suggested that Gabriel go into the music store-room to see if any of the instruments there ______him. There he decided to give the cello(大提琴) a ______. When he began practicing, he took it very ______. But he quickly found that he loved playing this instrument, and was ______to practicing it so that within a couple of months he was playing reasonably well.
This ______, of course, that he arrived at school early in the morning, ______his heavy instrument case across the campus to the ______looks of the non-musicians he had left______.
1.A. travelling B. marching C. pacing D. struggling
2.A. rising up B. coming up C. driving up D. turning up
3.A. before B. after C. until D. since
4.A. betray B. accept C. avoid D. appreciate
5.A. Therefore B. However C. Thus D. Moreover
6.A. part B. nature C. basis D. spirit
7.A. complicate B. safe C. confusing D. easy
8.A. missed B. disliked C. enjoyed D. denied
9.A. transparent B. obvious C. false D. similar
10.A. run B. jogged C. jumped D. wandered
11.A. because B. but C. though D. so
12.A. ear B. taste C. heart D. voice
13.A. occurred to B. took to C. appealed D. held to
14.A. change B. chance C. mission D. function
15.A. seriously B. proudly C. casually D. admitted
16.A. committed B. used C. limited D. admitted
17.A. proved B. showed C. stressed D. meant
18.A. pushing B. dragging C. lifting D. rushing
19.A. admiring B. pitying C. annoying D. teasing
20.A. over B. aside C. behind D. out
