《課時(shí)把關(guān)練》英語(yǔ)選擇性必修第三冊(cè)RJUNIT 5 Part I Reading and Thinking含答案

UNIT5POEMS第課時(shí)把關(guān)練PartIReadingandThinking基礎(chǔ)知識(shí)練Ⅰ.單詞拼寫1.Davidenjoyedbeingwiththeauthorbecauseheneededtoshares（悲傷）withtheauthor.2.ItwasChaucerwhoreallyturnedEnglishintoal（文學(xué)的）language.3.Tomakethepoemr（押韻）hechosethefirstwordthatcameintohishead.4.TolearnmoreaboutChineseculture，JackhasdecidedtotakeChinesef（民間的）musicashissecondcourse.5.Jennyloveswearingherd（鉆石）necklace，evenwithjeansandawhiteT-shirt.6.Whatsurprisedmewasthattheywereabletor（背誦）thewholepoemfrommemory.7.Noprofessionalsmayparticipateinthea（業(yè)余的）tennistournament.8.Heexplainedthef（總體安排）oftheprogrammeandwhathehadinmind.Ⅱ.用所給短語(yǔ)的適當(dāng)形式填空makesense，bemadeupof，o，bepopularwith，tothepoint，inparticular，betransformedinto，comparedwith1.ThefactthatGreatBritainthreecountriesisstillunknowntomanypeople.2.Itissaidthatabout20%of25-34-year-oldslivewiththeirparents，16%in1991.3.Peoplelikehiswritingbecauseitiselegant，ordered，finished，and.4.Onlyifyouputthesuntheredidthemovementsoftheotherplanetsinthesky.5.Thisbookisreportedtohavebeenseverallanguages.6.Tangpoemshavebeentranslatedintoforeignlanguagesandtheyforeignreaders.7.Mysisterlovesthesong，becausemymotherusedtosingittoher.8.Mattercanconsciousnessandconsciousnessintomatter.Ⅲ.單句語(yǔ)法填空1.（compare）noteswithyourclassmatesfrequentlyisagoodwaytoimproveyourstudy.2.Atthenewsoftheking’spassingaway，thewholecountrywasdeepsorrow.3.TherearesomanynewwordsinthepassagethatIcanhardlymakesensethematall.4.Thelittleboygaveabeautiful（recite）ofsomepoemsbyBlake.5.Theareadoesnotconsistentirelyrichpeople，despitepopularbelief.6.Themanagerwasabadmoodandwasshoutingateveryone.7.Theerrorandwarningmessagesareshowninredandyellow（respective）.8.Itistruethatanythingispossibleforwhohangontohope.Ⅳ.句式升級(jí)1.Ithinkthereasonwhyyouarealwaysangrymaybethehighpressureofstudy.（升級(jí)為“介詞+關(guān)系代詞”引導(dǎo)的定語(yǔ)從句）Ithink maybethehighpressureofstudy.2.Youshouldn’tloseheartinanysense；keeptryingandyouwillmakeitsoonerorlater.（升級(jí)為倒裝句）heart；keeptryingandyouwillmakeitsoonerorlater.3.Whenitiscomparedwiththesizeofthewholeearth，thebiggestoceandoesnotseembigatall.（升級(jí)為省略句） ，thebiggestoceandoesnotseembigatall.4.Asspringisapproaching，itisgettingwarmerandwarmer.（升級(jí)為“with+賓語(yǔ)+賓語(yǔ)補(bǔ)足語(yǔ)”），itisgettingwarmerandwarmer.5.ItissaidthatMoYan’sbookshavebeentranslatedintoseveralforeignlanguages.（升級(jí)為動(dòng)詞不定式完成時(shí)的被動(dòng)語(yǔ)態(tài)）MoYan’sbooksseveralforeignlanguages. 能力提升練=5\*ROMANV.語(yǔ)法填空Thereasonswhypeoplewritepoemsaredifferentandpoetsusemanydifferentforms1.（express）themselves.SomeofthefirstpoemsayoungchildlearnsinEnglisharenurseryrhymes，2.languagehasastrongrhythm.Thepoemsareeasy3.（learn）andtheyalwaysmakesmallchildren4.（delight）.Oneofthe5.（simple）kindsofpoemisthe“l(fā)istpoem”，whichhasaflexiblelinelengthandrepeated6.（phrase）whichgivebothapatternandarhythmtothepoem.Anothersimpleformofpoemisthecinquain，which7.（make）upoffivelines.Thiskindofpoemcanconveyastrongpictureinjustafew8.（word）.TheJapanesehaikuconsistsof17syllablesandisverypopular9.Englishwritersbecauseitiseasytowrite.EnglishspeakerslikeTangpoemsfromChina10.particularandalotofthemhavebeentranslatedintoEnglish.VI.閱讀理解 AIaminseventh-gradelanguageartsclassinanoldred-brickjuniorhighschoolbuilding.Theafternoonsunstreamsthroughhighwindowsthatfacetheplayground.ItisthedayIrememberhearingthisphraseforthefirsttime：“thelittle/lameballoonman.”It’sfrom“inJust-”，theE.E.Cummingspoemwearereading.Mr.Katzistryingtoloosenupouradolescentimaginationstothepointwherewemightappreciatefigurativelanguage.Therearephraseslike“theworldismud-/luscious”，andthen“puddle-wonderful”.Somethingbeginstogrowinmeasareader：themixtureofdescriptivewordsandwordsexpressingaction.Wordswouldbeanddowhattheydescribe!I’dliketothinkMr.Katzwasconspiringwiththepoem，sun，springandkidenergy，notjustalessonplan.Fromthenon，Iwasanewreaderandwriter.WhenIlookedbackonthatpoemasastartingline，Iheardthecalltopoetry.Iwouldsee“inJust-”innearlyeverypoeminmylanguageartslife.Itwasinmyveryold“APocketBookofModernVerse”，editedbyOscarWilliamsandin“AnApproachtoPoetry”，byX.J.Kennedy.Ibegantounderstandthatapoetisdescribingtheworld，experience，orconceptsinawaythatantidotesdullness，commonness，andindifference.“Poetryprovidestheonepermissiblewayofsayingonethingandmeaninganother，”RobertFrostexplained.Readingpoemsbecameadailypractice.Icollectmyownfavoriteexpressionsoflife’sjoysandsufferings.I’mfondofBillyCollins’view：“Thehistoryofpoetryistheonlysurvivinghistorywehaveofhumanemotion.Itisthehistoryofthehumanheart.Thereisnootherone.”Thespecialpoemsalwaysleadmebacktomymemoryofasunnyclassroom，injuniorhighschoolwhenMr.Katzcarefullybroughtusintoanewfield—amomentthatgotmeoutofmiddleschoolmundanity.EventhedanceonFridayandmydrumlessononWednesdayafternoonpaledincomparison.Iwasaddictedtopoetry.1.WhatisMr.Katztryingtodoinhisclass?A.Fireupstudents’interestinpoetry. B.Finishhislessonplanontime.C.Teachstudentstowritepoems. D.Usegreatwordstoexpresshimself.2.WhatdoesRobertFrostthinkofpoetry?A.Itmakesthethemeobvious. B.Ittalksaboutpracticalconcepts.C.Itcarriesunderlyingmeaning. D.Itallowsdullnessandcommonness.3.Howdidtheauthorfindhis/hermiddleschool?A.ThedanceonFridaywasquiteboring. B.Thelanguageartslessonwasincomparable.C.Theschoolliferemainedgenerallythesame. D.ThedrumlessononWednesdaywasapieceofcake.4.What’sthebesttitleofthearticle?A.Myjuniorschoollife B.Mr.Katz’slanguageartslessonsC.Mylanguageartslife D.MyloveofpoetryBNopoemshouldeverbediscussedor“analyzed”，untilithasbeenreadaloudbysomeone，ateacherorastudent.Betterstill，perhaps，isthepracticeofreadingittwice，onceatthebeginningofthediscussionandonceattheend，sothesoundofthepoemisthelastthingonehearsofit.Alldiscussionsofpoetryare，infact，pre-parationsforreadingitaloud，andthereadingofthepoemis，eventually，themostconcrete“interpretation（解釋）”ofit，suggestingtone，rhymes，andmeaningallatonce.Hearingapoetreadtheworkinhisorherownvoice，onrecordsoronfilms，isobviouslyaspecialreward.Buteventhoseaidstoteachingcannotreplacethestudentandtheteacherreadingitor，bestofall，recitingit.Ihavecometothink，infact，thattimespentreadingapoemaloudismuchmoreimportantthan“analyzing”itand“exchangingofviews”，ifthereisn’ttimeforboth.IthinkoneofourgoalsasteachersofEnglishistohavestudentslovepoetryandtakeiteasywhenwearereadingapoem.Poetryis“acriticismoflife”，and“aheightening（提升）oflife”.Itis“amostappropriateapproachtothetruthoffeeling”，andit“cantransformyourlife”.Italsodeservesaplaceintheteachingoflanguageandliterature（文學(xué)）morecentralthanitpresentlyoccupies.IamnotsayingthateveryEnglishteachermusttryoutpoetryteaching.Thosewhodon’tlikeitshouldnotbeforcedtoconveythatnegativefeelingtoanyoneelse.Butthosewhodoteachpoetrymustkeepinmindafewthingsaboutitsessentialnature，aboutitssoundaswellasitssense，andtheymustmakeroomintheclassroomforhearingpoetryaswellasthinkingaboutit.5.Whatshouldonedotohaveabetterunderstan-dingofapoem?A.Discussitwithothers. B.Analyzeitbyoneself.C.Copyitdowninanotebook. D.Practicereadingitaloud.6.WhatisoneofthepurposesofteachingEnglish?A.Togetstudentstounderstandlife. B.Togetstudentstoenjoypoetry.C.Togetstudentstobecometeachers. D.Togetstudentstobecomepoets.7.Whatdoesthelastsentenceinthethirdparagraphimply?A.Morestressshouldbelaidontheteachingofpoetry.B.Poetryismoreimportantthananyotherliteraturegenre.C.Onecannotenjoylifefullywithoutagoodunderstandingofpoetry.D.Poetryisthefoundationofalllanguageandliteraturecourses.8.Whatdoestheunderlinedphrase“makeroom”（lastparagraph）mean?A.Buildabooth. B.Provideequipment.C.Leaveacertainamountoftime. D.Setasideenoughspace.VII.完形填空GiorgioismakingvideosontheTikTokplatformduringthepandemic.Littledidheknowwheretheywouldlead，butsurelytheybroughtatouchof1tothefightagainstthesufferingdays.InJanuary，Giorgiowould2hearmuffled（低沉的）melodiesthroughthewall；it3thathisneighborwasplayingthepiano.Giorgiobegan4videoswherehisneighbor’stalentscouldbeheard.InFebruary，hepostedavideosayinghelefta（n）5tohisneighboraskingifthe6personcouldplaythefamousmelodyMyHeartWillGoOn.Theneighbor’sanswerwas7whenthepiececamefromtheotherside.Sobegana8.Inanothernote，Giorgio9thattheyplayTheRiverFlowsInYouasaduo（二重奏）.TheItalianwasatfirstalittle10whenhestarted，buthefelthappythemomentheheardthemusiccomingfromtheotherside.ThetwowentontoplaymanymoreduosbutGiorgiostayedcuriousabouthisunknownneighbor.Finally，they11.ItwasEmilandhewas78yearsold.12fromPoland，Emil’swifehadjustpassedawayandhewasstayingaloneinatemporaryaccommodation.Theonly13lefttoEmilwashispiano.But，onMarch14，thesadnewsofEmil’sdeath14Giorgio.“DearEmil，”hewrote15hisneighbor.“You’llbeinmyheartforever.”1.A.bravery B.positivity C.honesty D.security2.A.frequently B.excitedly C.quietly D.occasionally3.A.happened B.seemed C.turnedout D.wentout4.A.selling B.sharing C.purchasing D.advertising5.A.note B.letter C.invitation D.request6.A.happy B.emotional C.professional D.mysterious7.A.vague B.timely C.self-evident D.negative8.A.legend B.friendship C.concert D.journey9.A.suggested B.wished C.ordered D.decided10.A.innocent B.serious C.nervous D.scared11.A.departed B.reunited C.responded D.met12.A.Especially B.Originally C.Roughly D.Similarly13.A.affection B.hope C.bond D.comfort14.A.reached B.troubled C.horrified D.clouded15.A.inreturnfor B.inplaceof C.inmemoryof D.inresponseto課時(shí)把關(guān)練PartIReadingandThinking參考答案Ⅰ.1.sorrow2.literary3.rhyme4.folk5.diamond6.recite7.amateur8.formatⅡ.1.ismadeupof?2.comparedwith?3.tothepoint4.makesense?5.translatedinto?6.arepopularwith7.inparticular?8.betransformedintoⅢ.1.Comparing句意：經(jīng)常和同學(xué)交換意見(jiàn)是提高學(xué)習(xí)水平的好方法。所填的詞作主語(yǔ)，所以用動(dòng)詞-ing形式。2.in句意：聽(tīng)到國(guó)王去世的消息，整個(gè)國(guó)家都深感悲痛。indeepsorrow陷入悲痛中。3.of句意：這篇文章有那么多生詞，我根本不理解它們的意思。makesenseof弄明白。4.recitation句意：這個(gè)小男孩優(yōu)美地背誦了布萊克的幾首詩(shī)。所填的詞作賓語(yǔ)，所以用名詞形式。5.of句意：這個(gè)地區(qū)并非全是富人，盡管大家普遍如此認(rèn)為。6.in句意：經(jīng)理情緒不好，對(duì)每個(gè)人都大聲喊叫。inabadmood情緒不好。7.respectively句意：錯(cuò)誤和警告信息分別顯示為紅色和黃色。所填的詞修飾動(dòng)詞show，所以用副詞形式。8.those句意：這是真的，對(duì)于那些堅(jiān)持希望的人來(lái)說(shuō)任何事情都是可能的。此處表示“那些人”，所以用those作先行詞。Ⅳ.1.thereasonforwhichyouarealwaysangry?引導(dǎo)定語(yǔ)從句的關(guān)系副詞why相當(dāng)于“for+which”。2.Innosenseshouldyoulose?innosense位于句首時(shí)，句子要用部分倒裝語(yǔ)序。3.Whencomparedwiththesizeofthewholeearth?主句的主語(yǔ)和從句的主語(yǔ)一致，且從句中含有be，所以省略了從句的主語(yǔ)和be。4.Withspringapproaching?spring和approach之間為主動(dòng)關(guān)系，所以用動(dòng)詞-ing形式作賓語(yǔ)補(bǔ)足語(yǔ)。as引導(dǎo)時(shí)間狀語(yǔ)從句時(shí)，往往可以與with復(fù)合結(jié)構(gòu)互換，如astimewent/goesby=withtimegoingby“隨著時(shí)間的流逝”。5.aresaidtohavebeentranslatedinto?此處表示發(fā)生在謂語(yǔ)動(dòng)詞之前的被動(dòng)動(dòng)作，所以用動(dòng)詞不定式完成時(shí)的被動(dòng)語(yǔ)態(tài)。=5\*ROMANV.【語(yǔ)篇解讀】本文主要介紹了詩(shī)歌的形式。1.toexpress?此處為usesth.todosth.結(jié)構(gòu)，意為“使用……來(lái)做……”，所以填toexpress。2.whose關(guān)系詞在非限制性定語(yǔ)從句中作定語(yǔ)，所以用whose。3.tolearn?句意：這些詩(shī)很容易學(xué)習(xí)。be+adj.+todo可視為固定搭配。4.delighted所填的詞表示人的心理感受，所以用delighted。5.simplest根據(jù)前面的oneofthe可知，此處用形容詞的最高級(jí)形式。6.phrasesphrase是可數(shù)名詞，前面沒(méi)有單數(shù)修飾語(yǔ)，所以用復(fù)數(shù)形式。7.ismade?bemadeupof由……組成。8.wordsinjustafewwords用寥寥數(shù)語(yǔ)。word為可數(shù)名詞，此處用復(fù)數(shù)形式。9.withbepopularwith受……的歡迎。10.ininparticular尤其；特別。VI.【語(yǔ)篇解讀】這是一篇記敘文。文章中作者回憶起自己初中時(shí)上Katz先生的語(yǔ)言藝術(shù)課，產(chǎn)生了對(duì)詩(shī)歌的喜愛(ài)，在之后的日子里作者閱讀各位名家的詩(shī)歌，讀詩(shī)成了每天要做的事情。作者沉迷于詩(shī)歌。1.A細(xì)節(jié)理解題。根據(jù)第二段的第二句以及第三段的第二句“I’dliketothinkMr.Katzwasconspiringwiththepoem，sun，springandkidenergy，notjustalessonplan.”可知，Katz先生在課堂上想激發(fā)學(xué)生對(duì)詩(shī)歌的興趣。2.C推理判斷題。根據(jù)第四段的最后一句“‘Poetryprovidestheonepermissiblewayofsayingonethingandmeaninganother，’RobertFrostexplained.”可推知，羅伯特·弗羅斯特認(rèn)為詩(shī)歌有潛在的含義。3.B細(xì)節(jié)理解題。根據(jù)最后一段中的第一句“Thespecialpoemsoanewfield—amomentthatgotmeoutofmiddleschoolmundanity.Eventhedance...andmydrumlesson...paledincomparison.”可知，語(yǔ)言藝術(shù)課的美妙使作者的中學(xué)時(shí)代不再乏味，它是無(wú)可比擬的。4.D主旨大意題。根據(jù)第三段中倒數(shù)一、二句“Fromthenon，Iwasa...Iheardthecalltopoetry.”再結(jié)合文章中作者回憶起自己初中時(shí)上Katz先生的語(yǔ)言藝術(shù)課，產(chǎn)生了對(duì)詩(shī)歌的喜愛(ài)，在之后的日子里作者閱讀各位名家的詩(shī)歌，讀詩(shī)成了每天要做的事情可知，“我對(duì)詩(shī)歌的熱愛(ài)”最適合做文章標(biāo)題?！菊Z(yǔ)篇解讀】本文是一篇議論文。詩(shī)歌是一種藝術(shù)形式，那么怎樣去鑒賞和學(xué)習(xí)詩(shī)歌呢？通讀本文之后，你可能會(huì)有所收獲。5.D細(xì)節(jié)理解題。根據(jù)第一段第一句“Nopoemsho