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UNIT 4 课时跟踪检测(三) 阅读写作融会练
Ⅰ.阅读理解
A
I am in seventh-grade language arts class in an upstairs room in the old red-brick junior high school building.The afternoon sun streams through high windows that face the playground.It is the day I remember hearing this phrase for the first time:“the little/lame balloonman.”
It's from “in Just-”, the E.E.Cummings poem we are reading.Mr Katz is trying to loosen up our adolescent imaginations to the point where we might appreciate figurative language.There are phrases like “the world is mud-/luscious”, and then “puddle-wonderful”. Something begins to grow in me as a reader: the mixture of descriptive words and words expressing action.
Words would be and do what they describe! I'd like to think Mr Katz was conspiring with the poem, sun, spring and kid energy, not just a lesson plan.From then on, I was a new reader and writer.I look back on that poem as a starting line. I heard the call to poetry.
I would see “in Just-” in nearly every poem in my language arts life.It was in my very old A Pocket Book of Modern Verse, edited by Oscar Williams and in An Approach to Poetry, by X.J. Kennedy.I began to understand that a poet is describing the world, experience, or concepts in a way that antidotes dullness, commonness, and indifference.“Poetry provides the one permissible way of saying one thing and meaning another,” Robert Frost explained.
Reading poems became a daily practice.I collect my own favorite expressions of life's joys and sufferings.I'm fond of Billy Collins' view:“The history of poetry is the only surviving history we have of human emotion.It is the history of the human heart.There is no other one.”
The special poems always lead me back to my memory of a sunny classroom, in junior high school when Mr Katz carefully brought us into a new field — a moment that got me out of middle school mundanity (尘俗).Even the dance on Friday and my drum lesson on Wednesday afternoon paled in comparison.I was addicted to poet