No trip to Chicago is complete without a visit to the Art Institute, which is the second largest art museum in the nation.
Opening hours:
Mon - Wed & Fri - Sun, 10:30 am - 5 pm; Thu, 10:30 am- 8 pm; closed on New Year’s Day, Thanksgiving, and Christmas Day.
Highlights:
The Modern Wing contains contemporary masterpieces by Dali, Matisse, Miro, Picasso, Pollock, and Warhol.
In the Central Hall visitors can view one of the world’s finest Impressionist collections, including masterpieces by Monet, Degas, Renoir, Seurat, Gauguin, and Van Gogh.
Thorne Miniature Rooms offer a detailed view of European homes from the 16th century through the 1930s and American homes from the 17th century to 1940.
The past returns as over 550 works from 4,000 years of art come together in Of Gods and Glamour, located in the beautiful new Mary and Michael Jaharis Galleries of Greek, Roman, and Byzantine Art.
Advice for visitors:
Free guided tours are available daily at noon.
Free art-making activities are available for children each weekend from 11 am to 2 pm.
Visit the Family Room in the Ryan Education Center, open daily from 10:30 am – 5 pm, and introduce your child to the museum’s collections with a variety of hands-on activities. Assemble (组装) puzzles based on masterpieces you’ll see in the galleries, build architectural wonders with colorful blocks, and learn about art through stories and games at Curious Corner.
Check out the Lion’s Trial tour for children ages 5-10. This tour is especially designed for
the young people in your group! Don’t miss it!
Getting there:
You can take the follow buses: 1, 3, 4, 6, 7, 14, 26, 28, 126, 143.
1.In the Modern Wing visitors can see works of ____.
A. Van Gogh. B. Picasso
C. Monet D. Seurat
2.Where can you go if you want to see European homes in the 17th?
A. The Family Room. B. Of Gods and Glamour.
C. Thorne Miniature Rooms. D. The Modern Wing.
3.What can children do at Curious Corner?
A. Hold a birthday party. B. Join the Lion’s Trail tour.
C. Communicate with artists. D. Play with colorful blocks.
假定你是李华，正在英国接受英语培训，住在一户英国人家里。今天你的房东Mrs Wilson 不在家，你准备外出，请给Mrs Wilson 写一留言条，内容包括：
1．外出购物
2．替房东还书
3．Tracy 来电话留言：1）咖啡屋（Bolton Coffee）见面取消
2）此事已告知Susan
3) 尽快回电
注意：1. 词数100左右；
2．可以适当增加细节，以使行文连贯。
Mrs. Wilson,
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Li Hua
假定英语课上老师要求同桌之间交换修改作文，请你修改你同桌写的以下作文。文中共有10处语言错误，每句中最多有两处。每处错误仅涉及一个单词的增加、删除或修改。
增加：在缺词处加一个漏字符号(∧)，并在其下面写出该加的词。
删除：把多余的词用斜线(＼)划掉。
修改：在错的词下划一横线，并在该词下面写出修改后的词。
注意：1．每处错误及其修改均仅限一词；
2．只允许修改10处，多者(从第11处起)不计分。
Mr. Smith offers us some advice on how to write a good composition, which include the following steps.
Firstly, we should read the topic careful and organize our ideas. then we start to shape our thoughts in our own words and finish our writing in the giving time. Before that, we have to check our compositions, paying attention to grammar and spelling. It is very important to read them aloud to ourself or someone else from beginning to end. Lastly, we had better to ask our teachers or classmates for advice on why to improve our writing. If possibly, we may leave them alone for some time before reading again, it will help a great deal.
I hope you will benefit the advice above a lot.
I was on my way to the Taiyetos Mountains. The sun was setting when my car 1.(break) down near a remote and poor village. Cursing my misfortune, I was wondering where I was going to spend the night when I realized that the villagers who had gathered around me were arguing as to 2. should have the honor of receiving me 3.a guest in their house. Finally, I accepted the offer of an old woman who lived alone in a little house. While she was getting me4.(settle) into a tiny but clean room, the head of the village was tying up his horse to my car to pull it to5.small town some 20 kilometres away 6.there was a garage.
I had noticed three hens running free in my hostess’s courtyard and that night one of them ended up in a dish on my table. 7. villagers brought me goat's cheese and honey. We drank together and talked 8. (merry) till far into the night.
When the time came for me to say goodbye to my friends in the village, I wanted to reward the old woman 9. the trouble I had caused 10. .
Children find meanings in their old family tales．
When Stephen Guyer’s three children were growing up, he told them stories about how his grandfather, a banker, 1 all in the 1930s, but did not lose sight of what he valued most. In one of the darkest times 2 his strong-minded grandfather was nearly 3 , he loaded his family into the car and 4 them to see family members in Canada with a 5 , “there are more important things in life than money”.
The 6 took on a new meaning recently when Mr. Guyer downsized to 7 house from a more expensive and comfortable one. He was 8 that his children, a daughter, 15, and twins, 22, would be upset．To his surprise, they weren’t. 9 , their reaction echoed (共鸣) their great-grandfather’s．What they 10 was how warm the people were in the house and how 11 of their heart was accessible.
Many parents are finding that family stories have surprising power to help children
12 hard times. Storytelling experts say the phenomenon reflects a growing 13 in telling tales, evidenced by a rise in storytelling events and festivals.
A university 14 of 65 families with children aged from 14 to 16 found kids’ ability to 15 parents’ stories was linked to a lower rate of anger and anxiety.
The 16 is telling the stories in a way children can 17 . We’re not talking here about the kind of story that 18 , “ When I was a kid, I walked to school every day uphill both ways, barefoot in the snow.” Instead, we should choose a story suited to the child’s 19 , and make eye contact (接触) to create “a personal experience”. We don’t have to tell children 20 they should take from the story and what the moral is.
1.A．missed B．lost C．forgot D．ignored
2.A．when B．while C．how D．why
3.A．friendless B．worthlessC．penniless D．homeless
4.A．fetchedB．allowedC．expected D．took
5.A．hope B．promiseC．suggestion D．belief
6.A．tale B．agreementC．arrangement D．report
7.A．large B．small C．new D．grand
8.A．surprisedB．annoyedC．disappointedD．worried
9.A．Therefore B．Besides C．Instead D．Otherwise
10.A．talked aboutB．cared aboutC．wrote aboutD．heard about
11.A．much B．many C．little D．few
12.A．beyondB．over C．behindD．through
13.A．argument B．skill C．interest D．anxiety
14.A．study B．design C．committeeD．staff
15.A．provide B．retell C．supportD．refuse
16.A．trouble B．gift C．fact D．trick
17.A．perform B．write C．bear D．question
18.A．meansB．ends C．begins D．proves
19.A．needs B．activities C．judgmentsD．habits
20.A．that B．what C．which D．whom
When difficult people express themselves orally, they generally want at least two things: they’re been heard and they’re been understood. As a good communicator should be a good listener, five steps are advocated towards good listening.
The first step is cooperating .1.In fact, it's through the way you look and should while he is talking.2.You do this by nodding your head in agreement, making certain sounds of understanding.
When the person begins to repeat what's been said, it's signal of step two: turning back. It means that you repeat back some words he is using, sending a clear signal that you're listening carefully and that you think what he is saying is important.
3.At this point, you start to gather information about what is being communicated. Ask some open-ended questions, which will allow you to figure out what intention he is hoping to satisfy.
The fourth step is to summarize what you've heard. This allows you to make sure that both you and the difficult person are on the same page. When you do this, two things happen. First, if you've shown that you're making an effort to understand completely. 4.Having listened carefully, you've now arrived at the point of confirming with the person that he feels that his thoughts have been fully voiced. 5.
When enough sincere listening, questioning, and remembering are brought together, understanding is usually achieved and a difficult person becomes less difficult and more cooperative.
A. You may help him to fully express his thoughts and feelings.
B. Why does this happen?
C. Ask if he feels understood.
D. This increases possibility of gaining cooperation from him.
E. Talk with him about what he thinks of his expression.
F. Having heard what he has to say, the next step is clarifying.
G. How does a difficult person know that you’re listening and understanding?
