题型：阅读理解 题类：模拟题 难易度：普通
山东省烟台市2019届高三英语第一次模拟考试试卷（音频暂未更新）
The Broadcom MASTERS competition aims to find a balance between celebrating individual accomplishments and acknowledging that science seldom happens alone. The competition takes off when students from around the country are teamed up and have to solve a series of hands—on challenges in the spotlight.
Nowadays, kids are fed with “the myth of the lone scientist”, so placing such challenges in the middle school period has a huge potential for impact. The focus on teambuilding skills gets students excited before more fears and stereotypes(成见)set in.
The initial pool of qualified students comes from the participants in nation-wide science fairs. Those who score in the top 10％(about 10, 000 kids)have the qualification to apply. The judges select the top 300 young scientists, and that group is finally narrowed to 30 finalists.
Selection at this stage is clearly an honor in itself, but it counts as step one for the finalists. They are then flown to Washington, D. C. and placed into teams of five for the hands-on part of the competition. Each team is made up of students with different talents and skills, including academic focus and experience.
Unlike the science fairs, where most of the work takes place behind the scenes and students share a polished outcome, the hands-on challenges create a space where the work is the competition itself. The students take up a range of challenges in science, technology, engineering, math and so on. Each of the challenges will need the insight and skills of multiple team members.
Judges observing the challenges aren't just looking for outcomes but also for leadership, teamwork and problem solving.
The Broadcom MASTERS attracts increasing numbers of passionate and talented young people who are eager to take part in a program that helps them grow as scientists, engineers and inventors. It lets the students experience a sense of coming together with true peers. More importantly, it provides them with new skills to tackle future challenges.
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.
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Guggenheim Museum Highlights |
Perfect for first-time visitors, the Highlights Tour focuses on the museum's innovative architecture, history, and permanent collection. |
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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. |
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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. |
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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.
Following My Dream
I grew up in a poor family with six brothers, three sisters, my father and mother. We had little money and few goods, but plenty of love and attention. I was happy and energetic. I understood that no matter how poor a person was, he could still afford a dream.
My dream was athletics. By the time I was sixteen, I could throw a ninety-mile-per-hour fastball and hit anything moving on the football field. And I was so lucky that my high-school coach was Ollie Jarvis, who not only believed in me, but often told me "The dream is priceless." However, when I was about to get off the ground, one particular thing happened, which almost ruined (毁坏)my long-held dream.
It was the summer holiday in Senior Two and a friend recommended me for a summer job. I was offered $12.25 per hour. Compared with the average $3.5, that was a big sum. I was so excited, because this meant a chance for money in my pocket, certainly, money for a new bike and new clothes, and the start of savings for a house for my mother. The prospect (前景)of the job was inviting, and I wanted to jump at the opportunity.
Then I realized I would have to give up summer baseball training to handle the work schedule. I didn't dare to tell my coach. I thought of the advice my mother often gave me when I lacked courage, "If you make your bed, you have to lie in it." I decided to talk to my coach by myself. After all, my dream of buying my mom a house and having money in my pocket was worth facing his disappointment to me. I gathered my courage and knocked at his door…
continue, realize, upset, advise, fortunate, priceless, throw, excite, have, disappoint, happy, recommend | ||
Following My Dream | ||
I grew up in a poor family and we {#blank#}1{#/blank#} little money and few goods. |
| I felt {#blank#}2{#/blank#} and energetic. I {#blank#}3{#/blank#} that each person should build his dream even though he was poor. |
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By the time I was 16, I could {#blank#}4{#/blank#} a fast ball and hit anything moving on the football field. |
| I was so {#blank#}5{#/blank#}that my coach was Ollie Jarvis who often told me "The dream is {#blank#}6{#/blank#}." |
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In the summer holiday I was {#blank#}7{#/blank#} for a summer job. I was offered $12.25 per hour. |
| I was so {#blank#}8{#/blank#} about the big sum, because this meant a chance for money in my pocket, money for a new bike and so on. |
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If I wanted to {#blank#}9{#/blank#} to work, I would have to give up summer baseball training. |
| I didn't dare to tell my coach, but my dream of buying my mom a house and having money in my pocket was worth facing his {#blank#}10{#/blank#} to me. |
What should one do even if he was poor in the author's opinion? {#blank#}11{#/blank#}
Why did the author want to give up summer baseball training? {#blank#}12{#/blank#}
What is the coach's attitude towards the author's dream? How do you know that? {#blank#}13{#/blank#}
What would happen when the author knocked at his coach's door? {#blank#}14{#/blank#}
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