Unit 5 Poems (人与社会：诗歌文学)【同步拓展阅读】2024-2025学年高二英语单元阅读提升（人教版2019）

选择性必修第三册Unit 5 Poems（人教版2019） 人与社会：诗歌文学 单元引言解读 Two roads diverged in a wood, and I — I took the one less travelled by, And that has made all the difference.—Robert Frost 释义：本单元的引言是美国诗人罗伯特·弗罗斯特的诗作《未选择的路》(The Road Not Taken)中的最后几句：“一片树林里分出两条路——而我选了人迹更少的一条，从此决定了我一生的道路。” 启示：这是一首著名的哲理抒情诗，诗人借用了林中岔道这一意象，来阐释如何抉择人生道路。 名言名句积累 人与社会：诗歌文学 1．A great poem is a fountain forever overflowing with the waters of wisdom and delight.—Shelley 一首伟大的诗犹如一座喷泉，不断地喷出智慧和快乐的泉水。——雪莱 2．People have always believed that poetry has a magical power, because it can lift people's spirits. —Bacon 人们历来认为，诗歌有一种神奇的力量，因为它能振奋人们的精神。——培根 3．We are always finding new beauties in Shakespeare's poetry. 我们不断地在莎士比亚的诗歌中发现新的美妙之处。 4．Poetry shows us a strong power and makes us feel subtle emotion. 诗歌给我们展示了一种强大的力量，使我们感到微妙的情感。 5．I am delighted to know you are interested in Tang poems. 我很高兴知道你对唐诗感兴趣。 6．Not only do some classic works offer us joy and excitement, but also they encourage us to think critically. 一些经典作品不仅能让我们喜悦和兴奋，而且还鼓励我们批判性地思考。 时文拓展阅读 How do polyglots learn languages ? How many languages do you speak? For most people, it can be hard learning just one foreign language. Lydia Machova, a Slovakian polyglot and language mentor, is currently fluent in seven foreign languages and says she likes to learn a new language every two years! So how do polyglots like Lydia learn multiple languages successfully, and what can we learn from their methods? Lydia wanted to find out the different techniques polyglots use, and she found a wide variety of methods. Some use language exchange apps to find native speakers so that they can start speaking from day one. Others watch series they love with subtitles, and some use techniques like ‘shadowing’—listening to and repeating target language to master pronunciation. Kato Lomb was described by the linguist Krashen as “possibly the most accomplished polyglot in the world”. She was a Hungarian who spoke 16 languages! Her approach to learning focussed on extensive reading and self-study. So, while there are lots of different approaches, in her 2019 TED Talk, Lydia concluded that the one thing polyglots all have in common is an interest and motivation to learn. However, some linguists argue that viral videos showing polyglots switching between languages often rely on memorised phrases rather than proving genuine conversational ability. Benny Lewis, author and creator of the website Fluent in 3 Months, thinks it’s important to be open and honest about your competency in a language. Hediscusses having varying levels of proficiency in the languages he speaks, from basic conversation to near-native fluency. So, the professionals say enjoy yourself when learning. We recommend you try some of these suggestions, find the right method for you and stick to it! 【译文欣赏】  通晓多门语言的人是如何学习语言的？ 你会说几种语言？对于大多数人来说，学习一门外语可能很难。Lydia Machova是一名斯洛伐克多语言者和语言导师，目前精通七门外语，她说她喜欢每两年学习一门新语言！那么，像莉迪亚这样的多语者是如何成功学习多种语言的，我们能从他们的方法中学到什么呢？ Lydia想了解多语言者使用的不同技术，她发现了各种各样的方法。有些人使用语言交换应用程序来寻找母语人士，这样他们就可以从第一天开始说话。其他人观看他们喜欢的带有字幕的连续剧，有些人使用“影子”等技巧——听和重复目标语言来掌握发音。语言学家克拉申（Krashen）将加藤·隆（Kato Lomb）描述为“可能是世界上最有成就的多语者”。她是匈牙利人，会说16种语言！她的学习方法侧重于泛读和自学。因此，尽管有很多不同的方法，但在2019年的TED演讲中，Lydia得出结论，多语言者的一个共同点是学习的兴趣和动力。 然而，一些语言学家认为，显示多语言者在语言之间切换的病毒视频通常依赖于记忆短语，而不是证明真正的会话能力。Benny Lewis是Fluent in 3 Months网站的作者和创建者，他认为对自己的语言能力持开放和诚实的态度很重要。他谈到，从基本的对话到近乎母语的流利程度，他所说的语言的熟练程度各不相同。 所以，专业人士说，在学习时享受自己。我们建议您尝试其中的一些建议，找到适合您的方法并坚持下去！ 【词汇积累】 foreign language 外语，母语以外的语言 polyglot 通晓多种语言的人 fluent 流利的 language exchange 语言交流 native 母语的 subtitle 字幕 target language 目标语言 master 熟练掌握，精通 pronunciation 发音 linguist 语言学家 accomplished 成功的，优秀的 extensive reading 广泛阅读，大量阅读 motivation 动力，干劲 memorised phrase 死记硬背的短语 conversational ability 口语会话能力 competency 能力 stick to 坚持做 【知识拓展】 “Polyglot”的意思是“通晓多国语言的人”。你知道他们都有哪些学习语言的窍门吗？有的人认为，能通晓多国语言的人通常对语言学习抱有很强的动力和兴趣；还有人发现，他们中的一些人会从尝试用口语和他人对话开始学习一门新语言。 【词汇延伸】 proficiency 熟练程度 综合实战演练 （一） （2024·全国甲卷·高考真题）“I didn’t like the ending,” I said to my favorite college professor. It was my junior year of undergraduate, and I was doing an independent study on Victorian literature. I had just finished reading The Mill on the Floss by George Eliot, and I was heartbroken with the ending. Prof. Gracie, with all his patience, asked me to think about it beyond whether I liked it or not. He suggested I think about the difference between endings that I wanted for the characters and endings that were right for the characters, endings that satisfied the story even if they didn’t have a traditionally positive outcome. Of course, I would have preferred a different ending for Tom and Maggie Tulliver, but the ending they got did make the most sense for them. This was an aha moment for me, and I never thought about endings the same way again. From then on, if I wanted to read an ending guaranteed to be happy, I’d pick up a love romance. If I wanted an ending I couldn’t guess, I’d pick up a mystery (悬疑小说). One where I kind of knew what was going to happen, historical fiction. Choosing what to read became easier. But writing the end — that’s hard. It’s hard for writers because endings carry so much weight with readers. You have to balance creating an ending that's unpredictable, but doesn’t seem to come from nowhere, one that fits what’s right for the characters. That’s why this issue (期) of Writer’s Digest aims to help you figure out how to write the best ending for whatever kind of writing you’re doing. If it’s short stories, Peter Mountford breaks down six techniques you can try to see which one helps you stick the landing. Elizabeth Sims analyzes the final chapters of five great novels to see what key points they include and how you can adapt them for your work. This issue won’t tell you what your ending should be — that’s up to you and the story you’re telling — but it might provide what you need to get there. 1．Why did the author go to Prof. Gracie? A．To discuss a novel. B．To submit a book report. C．To argue for a writer. D．To ask for a reading list. 2．What did the author realize after seeing Gracie? A．Writing is a matter of personal preferences. B．Readers are often carried away by character. C．Each type of literature has its unique end. D．A story which begins well will end well. 3．What is expected of a good ending? A．It satisfies readers’ taste. B．It fits with the story development. C．It is usually positive. D．It is open for imagination. 4．Why does the author mention Peter Mountford and Elizabeth Sims? A．To give examples of great novelists. B．To stress the theme of this issue. C．To encourage writing for the magazine. D．To recommend their new books. 【答案】1．A 2．C 3．B 4．B 【知识点】哲理感悟、阅读 、议论文 【导语】本文是一篇议论文。文章首先通过作者与教授关于小说结局的讨论引发了对结局的思考，接着阐述了不同类型的文学作品结局的特点，最后提出了写作好的结局的重要性并介绍了《Writer’s Digest》杂志如何帮助作家写出更好的结尾。 1．细节理解题。根据第一段““I didn’t like the ending,” I said to my favorite college professor. It was my junior year of undergraduate, and I was doing an independent study on Victorian literature. I had just finished reading The Mill on the Floss by George Eliot, and I was heartbroken with the ending. Prof. Gracie, with all his patience, asked me to think about it beyond whether I liked it or not.( “我不喜欢这个结局，”我对我最喜欢的大学教授说。那是我大三的时候，我正在做一项关于维多利亚文学的独立研究。我刚刚读完乔治·艾略特的《弗洛斯河上的磨坊》，读到结尾我很伤心。格雷西教授耐心地让我考虑一下，不要只看我喜不喜欢)”可知，作者去找格雷西教授是为了讨论小说。故选A项。 2．推理判断题。根据第二段“This was an aha moment for me, and I never thought about endings the same way again. From then on, if I wanted to read an ending guaranteed to be happy, I’d pick up a love romance. If I wanted an ending I couldn’t guess, I’d pick up a mystery (悬疑小说). One where I kind of knew what was going to happen, historical fiction. Choosing what to read became easier.( 这对我来说是一个顿悟的时刻，我再也没有想过同样的结局。从那时起，如果我想读一个保证幸福的结局，我就会选一部爱情小说。如果我想要一个我猜不到的结局，我会选一本神秘小说。一种是我知道会发生什么，历史小说。选择读什么变得更容易了)”可知，见过格雷西教授后，作者意识到了每种类型的文学都有其独特的结局。故选C项。 3．推理判断题。根据第三段“But writing the end—that’s hard. It’s hard for writers because endings carry so much weight with readers. You have to balance creating an ending that’s unpredictable, but doesn’t seem to come from nowhere, one that fits what’s right for the characters.(但是写出结局——那很难。对作家来说很难，因为结局对读者来说意义重大。你必须平衡创造一个不可预测的结局，但这个结局又不能显得凭空而来，要适合角色的设定)”可知，人们对一个好结局的期望是结局又不能显得凭空而来，要适合角色的设定，也就是符合故事的发展。故选B项。 4．推理判断题。根据倒数第二段“That’s why this issue (期) of Writer’s Digest aims to help you figure out how to write the best ending for whatever kind of writing you’re doing. If it’s short stories, Peter Mountford breaks down six techniques you can try to see which one helps you stick the landing. Elizabeth Sims analyzes the final chapters of five great novels to see what key points they include and how you can adapt them for your work.( 这就是为什么这期《Writer’s Digest》旨在帮助你找出如何为你正在写的任何类型的作品写出最好的结局。如果是短篇小说，彼得·蒙特福德分解了六种技巧，你可以尝试看看哪一种能帮助你完美着陆。伊丽莎白·西姆斯分析了五部伟大小说的最后几章，看看它们包含了哪些关键点，以及你如何将它们应用到你的作品中)”可知，作者提到彼得·蒙福德和伊丽莎白·西姆斯是为了强调这期《Writer’s Digest》的主题，即帮助读者写出更好的结尾。故选B项。 ( （一）词汇积累是基础 （二）攻克长难句，理清文章脉络 1. 学会分析句子结构：长难句往往包含多个从句、修饰成分等，我们要学会找出句子的主干部分（主谓宾等），然后再分析各个修饰成分与主干的关系。 比如，“The book, which was written by a famous author and has been translated into many languages, tells an inspiring story.”这句话的主干就是“The book tells an inspiring story.”，而“which was written by a famous author and has been translated into many languages”是一个定语从句，用来修饰先行词“the book”。 2. 巧用语法知识：掌握基本的语法规则对于理解长难句至关重要。比如，通过识别从句引导词（如that, which, who等）来判断从句类型，利用分词作定语、状语的特点来分析句子成分等。在日常学习中，要多做一些长难句分析的练习，提高自己的语法运用能力。 （三）阅读技巧要掌握 1. 先读题目，后读文章： 在做阅读理解CD篇时，先快速浏览一遍题目和选项，了解文章大致要考查的内容和方向。这样在阅读文章时就可以有针对性地去寻找关键信息，提高阅读效率。例如，如果题目问到文章中某个人物的观点，那我们在阅读文章时就要重点关注该人物出现的段落以及相关表述。 2. 略读与精读相结合： 略读是指快速浏览文章，抓住文章的主旨大意、段落首句和尾句等关键信息，了解文章的大致框架。精读则是针对题目所涉及的具体内容，对相关段落进行仔细研读，分析句子含义，理解细节信息。比如，在略读一篇关于环保措施的文章时，我们可以通过各段落首句了解到文章分别介绍了政府的政策、企业的行动以及个人的参与等方面的内容；当遇到题目问到企业采取了哪些具体环保措施时，就需要对相关段落进行精读，找出准确答案。 （四）把握文章主旨，准确答题 1. 关注文章开头和结尾：很多文章的主旨大意都会在开头部分提出，结尾部分进行总结或升华。所以，在阅读过程中要特别留意文章的首段和尾段，从中提炼出文章的核心观点。例如，一篇文章开头写道：“In modern society, the issue of environmental protection has become increasingly urgent.”结尾又提到：“Only by taking collective actions can we hope to solve the environmental problems and create a better future.”从这里我们就可以大致判断出文章的主旨是关于现代社会中环境保护的重要性以及需要采取集体行动来解决问题。 2. 结合各段落大意：除了开头和结尾，各段落的大意也对把握文章主旨有很大帮助。我们可以在略读文章时，简单概括每个段落的主要内容，然后将这些内容综合起来，进一步明确文章的主旨。比如，一篇文章分别从不同角度介绍了智能手机对人们生活的影响，我们通过概括各段落大意，如智能手机对社交的影响、对学习的影响、对娱乐的影响等，就能准确把握文章整体是在探讨智能手机在生活各方面所带来的影响这一主旨。 （五）排除干扰项，提高答题准确率 1. 分析选项特点：高考英语阅读理解的选项设置通常会有一些干扰项，这些干扰项往往具有与原文部分相似、表述绝对化、偷换概念等特点。我们要学会仔细分析每个选项，找出其与原文的差异和不合理之处。例如，原文说“Most people prefer to travel by train during holidays.”，选项中如果出现“All people prefer to travel by train during holidays.”，“All”这个绝对化的表述就与原文不符，可直接排除。 2. 回原文验证：对于难以判断的选项，一定要回原文中找到相应的出处进行验证。不能仅凭感觉或印象就做出选择，要确保所选答案在原文中有确凿的依据。比如，当遇到一个选项说某件事情发生的原因是A，但我们不确定时，就需要回到原文中去查找关于这件事情原因的相关表述，看是否真的是A。 三、实战演练，巩固技巧 光说不练假把式，同学们在掌握了这些技巧之后，一定要通过大量的实战演练来加以巩固。可以选择历年高考真题、高质量的模拟试题等进行练习，在练习过程中不断运用所学技巧，分析自己的答题情况，总结经验教训，逐步提高自己的阅读理解能力。 同时，做完题目后要认真分析错题原因，是因为词汇不认识、长难句没理解，还是阅读技巧运用不当等，针对不同的原因采取相应的改进措施。 ) ( undergraduate本科生   Victorian维多利亚时代  make sense有意义；讲得通 guarantee担保 unpredictable不可预测 come from nowhere无中生有 issue期 digest文摘  stick the landing安稳着陆 submit递交  a matter of ...的问题；大约 preference偏好 be/get carried away变得很激动；失去自制力 satisfy sb.’s taste符合某人的口味 be open for imagination任凭想象 ) 参考译文： “我不喜欢这个结局，”我对我最喜欢的大学教授说。那是我大三的时候，我正在做一项关于维多利亚文学的独立研究。我刚刚读完乔治·艾略特的《弗洛斯河上的磨坊》，读到结尾我很伤心。格雷西教授耐心地让我考虑一下，不要只看我喜不喜欢。他建议我思考我想要的角色结局和适合角色的结局之间的区别，即满足故事的结局，即使它们没有传统的积极结果。当然，我更希望汤姆和玛吉·特利佛有一个不同的结局，但他们得到的结局对他们来说确实是最合理的。 这对我来说是一个顿悟的时刻，我再也不会像以前那样看待结局了。从那时起，如果我想读一个保证幸福的结局，我就会选一部爱情小说。如果我想要一个我猜不到的结局，我会选一本悬疑小说。如果我想读知道大概会发生什么事情的小说，则会选择历史小说。选择读什么变得更容易了。 但是写结尾是很难的。这对作家来说很难，因为结局对读者来说太重要了。你必须平衡创造一个不可预测的结局，但似乎不是凭空而来的，一个适合角色的结局。 这就是为什么本期《作家文摘》旨在帮助你弄清楚如何为你正在做的任何一种写作写出最好的结局。如果是短篇小说，彼得蒙特福德给出了六种技巧，你可以试着看看哪一种能帮助你坚持着落。伊丽莎白·西姆斯分析了五部伟大小说的最后几章，看看它们包含了什么关键点，以及你如何将它们改编成你的作品。 这期杂志不会告诉你你的结局应该是什么——这取决于你和你讲述的故事——但它可能会提供你到达那里所需的东西。 （二） （24-25高三下·广东·阶段练习）The Oxford College Farm, located on the edge of Oxford campus of Emory University, was created in 2014 after the donation of eleven acres of land from an Emory graduate. Here, organic and fresh food is grown both for Emory’s campuses and the surrounding communities. Also, the farm provides students across disciplines with hands-on experience in sustainable agriculture. If you are looking for local and organically-grown food, delicious varieties harvested at the peak of ripeness or other exciting possibilities, come and join the Oxford College Farm Community Supported Agriculture (CSA) Program! Just take it as a subscription program that allows you to be a steward of the land while eating well! CSA Program Membership ·Tour the gardens on weekdays. ·Enjoy locally-grown, fresh, and seasonal produce. ·Receive newsletter featuring garden updates and recipe suggestions. ·Have priority for signing up for next year’s CSA Sign-up Reminders ·Fill in your information, including your Emory NetID, first name, last name, preferred email, preferred phone, home address, city, state and zip code. ·Select your pickup location: Oxford Farmers Mkt, Atl Campus Kaldi’s, Atl Campus Math/ Sci, Emory University Hospital. ·Choose your pickup season (s). Please note that prices vary from season to season. To receive a 10% discount, you can participate in all seasons. ·Use a delivery service if you need. It is free for all orders over $30, otherwise fees vary anywhere from $2 to $5 depending on distance. Membership to the CSA is limited, so sign up as soon as possible! Don’t miss out on this opportunity to support sustainable agriculture and enjoy fresh, locally-grown food! 1．What is the main purpose of this passage? A．To raise people’s awareness of sustainable agriculture. B．To give instructions on signing up for an agriculture program. C．To promote a sustainable agriculture program among students. D．To advertise organic food grown on the Oxford College Farm. 2．The CSA members can ________. A．enjoy fresh produce for free B．take part in farm tours on weekends C．enjoy automatic membership renewal D．get latest information about the gardens 3．If you want to sign up for the CSA program, you need to ________. A．accept the use of delivery service B．choose your preferred pickup spot C．participate as an all-season member D．submit your information by email in advance 【答案】1．C 2．D 3．B 【导语】本文是一篇应用文。本文主要讲述了牛津学院农场的可持续农业项目（CSA计划），鼓励人们加入并支持该项目，享受有机食品。 1．推理判断题。通读全文，尤其是由文章第二段“If you are looking for local and organically-grown food, delicious varieties harvested at the peak of ripeness or other exciting possibilities, come and join the Oxford College Farm Community Supported Agriculture (CSA) Program! Just take it as a subscription program that allows you to be a steward of the land while eating well! (如果你正在寻找当地有机种植的食物，想要在成熟度最高时收获的美味品种，或者其他令人兴奋的可能性，那就快来加入牛津学院农场的社区支持农业（CSA）计划吧！就把它当作一个订阅计划，让你在享受美食的同时，也能成为土地的守护者！)”可知，文章重点介绍了牛津学院农场的社区支持农业（CSA）计划，并鼓励读者加入该计划。因此，文章的主要目的是在学生中推广这一可持续农业计划。故选C。 2．细节理解题。根据CSA Program Membership部分中“Receive newsletter featuring garden updates and recipe suggestions. (接收以花园更新和食谱建议为特色的讯息)”可知，CSA成员可以得到关于花园的最新消息。故选D。 3．细节理解题。根据Sign-up Reminders部分中“Select your pickup location: Oxford Farmers Mkt, Atl Campus Kaldi’s, Atl Campus Math/ Sci, Emory University Hospital. (选择您的接送地点：牛津农民市场，Atl Campus Kaldi’s，Atl校园数学/科学，埃默里大学医院)”可知，如果你想报名参加CSA项目，你需要选择你喜欢的接送点。故选B。 （三） （24-25高二上·浙江宁波·期末）Decades ago, my friend Caetlin received a peculiar assignment from the poet Robert L. Hass, who was then her undergraduate literature professor. He instructed each student to memorize three poems from The Norton Anthology of American Literature not for any urgent academic reason but to prepare them for their unavoidable future solitude, claiming that you’re going to be alone, and poetry is going to be all you have. The act of memorizing a poem seemed curiously old-fashioned in an era when few of us encounter poetry at all. I mostly devoted myself to prose (散文). It was only in my 40s that I began to change my ways. It happened in a flight to Seattle. For hours, I read nothing else but a poem, sometimes going through, sometimes repeating over and over. At the end of my flight, I had all 40 lines in my head. Memorizing a great poem always begins as a crime. The boredom of repetition reduces the great charm it has. But as you keep trying, the lines finally come together again, and the scattered text transforms back into a treasure, often a more valuable one than it was before. In other words, poetry perpetuates itself by becoming a part of those who read it. It can do so only because it is so specific, so entirely different, that taking it in expands our own sense of what we are. Some of the poems I’ve memorized are already fading, and that’s fine. I know if I spend a little time with them, they’ll sing in me again. Others keep thumping (重击) in me like a new pulse. I won’t promise you that memorizing poetry will make your life better, but it will make you more: more in touch with language, with other minds, maybe with what you might yet become. 1．What did professor Robert assign his students to do? A．Appreciate literature works. B．Write poems to avoid future solitude. C．Recite poems for potential loneliness. D．Memorize poems for academic reasons. 2．Why does the author say memorizing a poem begins as a crime? A．Repetition makes poems boring. B．It’s a way to kill time on the plane. C．The author preferred prose to poetry. D．People hardly encountered poetry then. 3．What does the underlined word perpetuates in paragraph 3 mean? A．Make something famous. B．Keep something alive. C．Make something beautiful. D．Keep something special. 4．How does the author understand memorizing poetry? A．It makes our life better. B．It leads to the pursuit of dream. C．It expands our life properly. D．It enriches our memory definitely. 【答案】1．C 2．A 3．B 4．C 【导语】本文是一篇夹叙夹议文。文章讲述了教授让学生为未来可能的孤独背诵诗歌，作者分享自己背诗的经历，探讨了背诵诗歌的意义。 1．细节理解题。根据第一段中“He instructed each student to memorize three poems from The Norton Anthology of American Literature not for any urgent academic reason but to prepare them for their unavoidable future solitude, claiming that you’re going to be alone, and poetry is going to be all you have.(他指示每个学生从《诺顿美国文学选集》中背诵三首诗，不是出于任何紧迫的学术原因，而是为他们不可避免的未来孤独做准备，他声称你会孤独，而诗歌将是你仅有的东西)”可知，罗伯特教授让学生为潜在的孤独背诵诗歌。故选C项。 2．细节理解题。根据第二段中“Memorizing a great poem always begins as a crime. The boredom of repetition reduces the great charm it has.(背诵一首伟大的诗总是始于一种“罪过”。重复带来的无聊感削弱了它原本的巨大魅力)”可知，作者说背诵诗歌始于一种“罪过”是因为重复让诗歌变得无聊。故选A项。 3．词句猜测题。“In other words”意为“换句话说”，说明划线词所在句“In other words, poetry perpetuates itself by becoming a part of those who read it.(换句话说，诗歌通过成为读者的一部分而perpetuates自身)”是对前文意思的再解读。前文“Memorizing a great poem always begins as a crime. The boredom of repetition reduces the great charm it has. But as you keep trying, the lines finally come together again, and the scattered text transforms back into a treasure, often a more valuable one than it was before.(背诵一首伟大的诗总是一开始就犯了罪。重复的无聊降低了它的巨大魅力。但在你不断努力的过程中，诗句最终会重新组合在一起，分散的文字又重新变成了一件珍宝，而且往往比以前更有价值)”告诉我们，在不断重复的过程中，无聊的诗歌会重新变成了一件珍宝，比以前更有价值，换句话说，说明诗歌通过被背诵而成为读者的一部分，进而价值得以延续。由此推知，划线词perpetuates是指“使……延续、使……存活”，与“Keep something alive.”同义。故选B项。 4．推理判断题。根据最后一段“I won’t promise you that memorizing poetry will make your life better, but it will make you more: more in touch with language, with other minds, maybe with what you might yet become.(我不会向你保证背诵诗歌会让你的生活更美好，但它会让你更丰富：更能接触语言、接触他人的思想，也许还能接触到你未来可能成为的样子)”可推知，作者认为背诵诗歌能让生活更丰富，能适当地拓展我们的生活。故选C项。 （四） （24-25高三上·山东德州·期末）A new study suggests people might like chatbot-produced poems for their simple and straightforward images, emotions and themes. In a recent experiment, the researchers tasked OpenAI’s ChatGPT with generating poems in the styles of famous poets, then presented 1,634 participants with ten poems — five human-written and five chatbot-generated — and assessed how people rated the poems based on 14 qualities, including rhythm and originality. Interestingly, they tended to rate the AI-generated poems higher on average, suggesting a preference for their straightforwardness and clarity. Why readers seem to prefer AI-generated poetry is not entirely clear, but the researchers’ best guess is that the AI poems may be more appealing because they are relatively straightforward and simple to comprehend. “Emily Dickinson sometimes breaks the expected rhyme scheme (韵律) on purpose,” says Brian Porter, a researcher at the University of Pittsburgh, “But the AI-generated poems in her style never did that once.” Besides, modern readers don’t seem to want to bother themselves to read deep to think critically. Instead, they prefer texts giving them instant answers. “When readers say they prefer AI poetry, they would seem to be showing their frustration when faced with writing that does not yield to their attention,” he adds. While the findings raise concerns about AI potentially replacing human artists and putting them out of work one day, Dorothea Lasky, the only living poet whose writings were included in the experiments, says it’s not necessarily a bad thing that readers enjoyed the AI-generated poems. “Poetry will always be necessary,” Lasky says, “If they read AI poems and like that poem better than a human-generated poem, then that, to me, is beautiful. They have a good experience with a poem, and I don’t care who wrote it. I feel there is room for all poets — even robot poets.” This study provided a platform for the intersection of technology and creativity, prompting reflection on the future of poetry and artistic expression. 1．Why did the researchers conduct the experiment? A．To create a technique. B．To clarify a concept. C．To detail an example. D．To confirm a finding. 2．What does the example of Emily Dickinson imply? A．Robots are more complicated than humans. B．AI meets modern readers’ reading preference. C．Chatbot is trained to write in creative patterns. D．Classic poetry lacks unique charming features. 3．Which belief does Dorothea Lasky have about poetry? A．All flowers bloom together. B．No dish suits all tastes. C．It’s no use crying over spilt milk. D．Time and tide wait for no man. 4．What can be a suitable title for the text? A．Will Poets Be lost in AI Era? B．ChatGPT: a New Advancement C．Fake or Real — a Concern about AI D．ChatGPT or Dickinson, Who is better? 【答案】1．D 2．B 3．A 4．D 【导语】本文是一篇说明文。文章主要介绍了一项新的研究表明，人们可能会喜欢聊天机器人制作的诗歌，因为他们的简单明了的图像，情感和主题，为此科学家进行了一项研究。 1．推理判断题。根据第一段“A new study suggests people might like chatbot-produced poems for their simple and straightforward images, emotions and themes.(一项新的研究表明，人们可能会喜欢聊天机器人制作的诗歌，因为他们的简单明了的图像，情感和主题。)”和第二段“In a recent experiment, the researchers tasked OpenAI’s ChatGPT with generating poems in the styles of famous poets, then presented 1,634 participants with ten poems — five human-written and five chatbot-generated — and assessed how people rated the poems based on 14 qualities, including rhythm and originality.(在最近的一项实验中，研究人员让OpenAI的ChatGPT以著名诗人的风格生成诗歌，然后向1634名展示了十首诗——五首是人类写的，五首是聊天机器人生成的——并评估了人们对这些诗的14种品质的评分，节奏和原创性。)”可推知，研究人员进行这项实验的目的是确认一个发现——人们可能会喜欢聊天机器人制作的诗歌，故选D。 2．推理判断题。根据第三段中“Why readers seem to prefer AI-generated poetry is not entirely clear, but the researchers’ best guess is that the AI poems may be more appealing because they are relatively straightforward and simple to comprehend. “Emily Dickinson sometimes breaks the expected rhyme scheme (韵律) on purpose,” says Brian Porter, a researcher at the University of Pittsburgh, “But the AI-generated poems in her style never did that once.”(为什么读者似乎更喜欢AI生成的诗歌并不完全清楚，但是研究人员的最佳猜测是，AI诗可能更具吸引力，因为它们相对简单明了，简单地理解。匹兹堡大学的研究员布莱恩·波特（Brian Porter）说：“艾米丽·迪金森有时会故意打破预期的韵律。但是AI生成的她的风格的诗歌从未那样做过一次（打破预期的韵律）。)”可推知，艾米丽·迪金森（Emily Dickinson）的例子暗示了AI满足现代读者的阅读偏好——人们喜欢简单明了的内容。故选B。 3．推理判断题。根据倒数第二段中“ “Poetry will always be necessary,” Lasky says, “If they read AI poems and like that poem better than a human-generated poem, then that, to me, is beautiful. They have a good experience with a poem, and I don’t care who wrote it. I feel there is room for all poets— even robot poets.”(“诗歌将永远是必要的，”拉斯基说，“如果他们阅读人工智能的诗，并且比人类创作的诗更喜欢那首诗，那么在我看来，这是美丽的。我不在乎是谁写的，只要他们有一段很好的诗歌体验。我觉得所有的诗人都有空间——即使是机器人诗人。”)”可知，Dorothea Lasky认为无论是机器人还是人写诗，只要写出好的诗歌便是好的，由此可推知，他认为诗歌写作应该是百花齐放，故选A。 4．主旨大意题。通读全文，尤其是第一段“A new study suggests people might like chatbot-produced poems for their simple and straightforward images, emotions and themes.(一项新的研究表明，人们可能会喜欢聊天机器人制作的诗歌，因为他们的简单明了的图像，情感和主题。)”可知，文章主要介绍了一项新的研究表明，人们可能会喜欢聊天机器人制作的诗歌，因为他们的简单明了的图像，情感和主题，为此科学家进行了一项研究，由此可知，文章主要探讨了人工智能作的诗和诗人写出的诗，哪个更受欢迎，D项“Chatgpt或Dickinson，谁更好？”能概括文章内容，故选D。 （五） （24-25高二上·湖南郴州·期末）New psychology research points to the factors that explain why we find particular poems aesthetically pleasing. “While it may seem obvious that individual taste matters in judgments of poetry, we found certain factors consistently influence how much a poem will be enjoyed.” Aesthetics (美学), the basis of what we find appealing or not, play an important role in our everyday lives. However, little is known about how we make these judgments. The researchers sought to answer an age-old question — “Why do we like what we like?” — by measuring what we find aesthetically pleasing in poetry. To do this, the team had more than 400 participants read and rate poems of two genres — haiku and sonnet — with the aim of understanding the factors that best predicted the aesthetic appeal of the poems. After reading each poem, participants answered questions about the poem’s vividness (“How vivid is the imagery evoked from this poem?”), emotional arousal (“How relaxing or stimulating is this poem?”), emotional valence (“How positive or negative is the content of this poem?”), and aesthetic appeal (“How enjoyable or aesthetically appealing did you find this poem?”). Their results showed that vividness of mental imagery was the best predictor of aesthetic appeal — poems that evoked greater imagery were more pleasing. Emotional valence also predicted aesthetic appeal, though to a lesser extent; specifically, poems that were found to be more positive were generally found to be more appealing. By contrast, emotional arousal did not have a clear relationship to aesthetic appeal. “The vividness of a poem consistently predicted its aesthetic appeal,” notes Starr, author of Feeling Beauty: The Neuroscience of Aesthetic Experience. “Therefore, it seems that vividness of mental imagery may be a key factor influencing what we like more broadly.” “While limited to poetry,” she adds, “our work sheds light into which facts most influence our aesthetic judgments and paves the way for future research investigating how we make such judgments in other fields.” 1．What did the researchers ask the participants to do? A．Evaluate poems of haiku and sonnet. B．Write the aesthetic appeal of poems. C．Explain factors of emotional valence. D．Ask questions about the poem’s vividness. 2．Which of the following is true according to paragraph 4? A．Poems with more negative content are more appealing. B．Emotional arousal is negatively related to aesthetic appeal. C．Emotional valence is the most important predictor of aesthetic appeal. D．Vividness of mental imagery has the strongest connection with aesthetic appeal. 3．What can be inferred from Starr’s words? A．The research will help explore aesthetic judgments in other fields. B．The finding of vividness being a key factor is only applicable to poetry. C．Emotional valence should be further studied in the context of other art forms. D．The research has little value for understanding aesthetic judgments in other areas. 4．What is the main purpose of this passage? A．To introduce different types of poems. B．To discuss the importance of aesthetics. C．To show the findings of aesthetic appeal. D．To persuade people to admire the poems. 【答案】1．A 2．D 3．A 4．C 【导语】本文是一篇说明文。文章主要介绍了新的心理学研究指出了为什么我们觉得某些诗歌具有美学吸引力的因素。 1．细节理解题。根据第三段中“To do this, the team had more than 400 participants read and rate poems of two genres — haiku and sonnet — with the aim of understanding the factors that best predicted the aesthetic appeal of the poems.(为了做到这一点，研究小组让400多名参与者阅读并评价两种类型的诗歌——俳句和十四行诗，目的是了解哪些因素最能预测诗歌的美学吸引力)”可知，研究人员要求参与者评价俳句和十四行诗。故选A项。 2．细节理解题。根据第四段中“Their results showed that vividness of mental imagery was the best predictor of aesthetic appeal — poems that evoked greater imagery were more pleasing.(他们的研究结果表明，心理意象的生动性是审美吸引力的最佳预测指标 —— 能唤起更多意象的诗歌更令人愉悦)”可知，心理意象的生动性与美学吸引力有着最强的联系。故选D项。 3．推理判断题。根据最后一段中Starr的话““While limited to poetry,” she adds, “our work sheds light into which facts most influence our aesthetic judgments and paves the way for future research investigating how we make such judgments in other fields.”(“虽然仅限于诗歌，”她补充说，“但我们的工作揭示了哪些事实最影响我们的美学判断，并为未来研究我们在其他领域如何做出这样的判断铺平了道路。”)”可知，从Starr的话中可以推断出，这项研究将有助于探索其他领域的美学判断。故选A项。 4．主旨大意题。通读全文，结合第一段“New psychology research points to the factors that explain why we find particular poems aesthetically pleasing.(新的心理学研究指出了为什么我们觉得某些诗歌具有美学吸引力的因素)”可知，文章开篇指出新的心理学研究指出了人们觉得某些诗歌具有审美吸引力的因素，接着介绍了研究过程和研究发现，最后说明研究的意义，所以文章的主要目的是展示关于审美吸引力的研究发现。故选C项。 （六） （24-25高二上·湖南·期末）There tend to be two types of teachers when it comes to poetry: Ones who love it and bring it into the classroom freely and often. Then, others stay clear. 1 If the love is not there yet, I challenge you to try it! Here are several reasons to teach poetry in the classroom. Build Reading, Speaking & Listening Skills Why teach poetry? Children need to learn to read various texts, and poems are one of those forms. The unique thing about poetry is that we often read aloud, repeat often, and share in groups. When children listen to poems orally, they are building their listening skills. 2 When sharing poems in a classroom, look at them and read them together. Children strengthen their reading skills and build reading fluency through repeated reading. Inspire Poetry Writing Teach how poems are constructed and the words they contain. It is the first step to writing. 3 We learn how to choose the right words to create imagery and effect. The simple patterns found in some poems are fun to follow and great places for children to start learning to write. 4 Poetry is a form of expression. Writing lets us express our feelings and thoughts on a subject, while reading encourages us to connect and find meaning in our experiences. Poetry can have a positive impact on children's social and emotional learning. It may offer them a new way of thinking about something. Build a Love for Reading Expose children to various styles and types of text as they learn to read. As teachers, we want them to love the act of reading and what they read as they learn. Reading can be hard work, and the books children learn first often lack that unique ingredient. Poetry is different. 5 Poems provide enjoyment and laughter. They are engaging and fun to read! A．Encourage Creative Thinking B．Explore Language and Vocabulary C．Poetry offers a memorable and motivational way to teach. D．It has that special sauce that children long for and so much more! E．Poetry teaches us how to combine words to form meaning and context. F．They learn to attend to the words they hear and think about what they mean together. G．This may be because they don't think it fits with the curriculum and what they are teaching. 【答案】1．G 2．F 3．E 4．A 5．D 【导语】本文是一篇说明文。文章阐述了教授诗歌的原因和意义。 1．根据上文“Then, others stay clear. (然后，其他人回避。) ”可知下文要讲回避的原因。选项 G“这可能是因为他们认为这不符合课程和他们所教的内容”。) 符合语境。故选G。 2．根据上文“Why teach poetry? Children need to learn to read various texts, and poems are one of those forms. The unique thing about poetry is that we often read aloud, repeat often, and share in groups. When children listen to poems orally, they are building their listening skills. (为什么要教诗歌？孩子们需要学习阅读各种文本，诗歌就是其中一种形式。诗歌的独特之处在于我们经常大声朗读，经常重复，并在小组中分享。当孩子们口头听诗时，他们正在培养听力技能。)”可知本段介绍读诗歌的过程以及听诗歌的益处。选项F“他们学会关注他们听到的单词，并思考它们连在一起的意思。”描述孩子们听到诗歌的场景，进一步说明听诗歌的好处，与上文衔接。故选F。 3．上文“Teach how poems are constructed and the words they contain. It is the first step to writing. (教授诗歌是如何构成的以及诗歌中包含的词语。这是写作的第一步。)”介绍写诗的第一步是词语与结构，和下文“We learn how to choose the right words to create imagery and effect. (我们学习如何选择正确的词语来创造意象和效果。)”介绍如何选择合适的词创建场景和效果。选项 E“诗歌教会我们如何将字词组合起来，形成意义和语境。”承上启下，与上下文逻辑意义一致。故选E。 4．根据下文“Poetry is a form of expression. Writing lets us express our feelings and thoughts on a subject, while reading encourages us to connect and find meaning in our experiences. Poetry can have a positive impact on children's social and emotional learning. It may offer them a new way of thinking about something. (诗歌是一种表达形式。写作让我们表达对某个主题的感受和想法，而阅读则鼓励我们在经历中建立联系并找到意义。诗歌可以对儿童的社交和情感学习产生积极影响。它可能会为他们提供一种思考事物的新方式。)”可知本段主要讲述诗歌是一种情感思想的表达方式，它可以提供一种新的思考方式。选项 A“鼓励创造性思维”与段落中心相符，文章关键词thinking about something与选项词语creative thinking一致。故选A。 5．根据下文“Poems provide enjoyment and laughter. They are engaging and fun to read! (诗提供乐趣和笑声。它们读起来既有趣又吸引人！)”可知诗歌提供快乐和笑声，选项D“It has that special sauce that children long for and so much more! (它有孩子们渴望的特殊酱汁，还有更多！) ”与下文意义相同，说明诗歌能给孩子们更多。指的是快乐和笑声。故选D。 完形填空 （2024·广东·二模）You can imagine how novel we found it when my school began offering cooking as part of the curriculum (课程). As a growing boy, I seemed to be 1 all day long. And the good news was that we could 2 what we cooked. I immediately signed up. At the beginning of the first class, I 3 slowly with a classic, boiled egg alone. To a teenage boy, the boiled egg might seem like a no-brainer. I was feeling 4 and excited. Then the class was divided into teams to 5 the complex and challenging dish — Rodeo Stuffed Hot Dogs. The 6 proceeded satisfactorily. Even the baking seemed to progress as 7 . But my team ran into 8 when we turned on the broiler (烤箱) to brown our hot dogs. It really wasn’t our 9 . The members of another group were busy 10 their hot dogs out from the oven and placing them on the table to cool. They 11 good, making our mouths water. We gathered closely together around those tasty hot dogs, and we were all 12 until a cloud of black smoke rising from our oven suddenly 13 our masterpieces. All our previous efforts were wasted. 14 , we were regarded as that day’s heroes. The sense of 15 that came from creating a dish promoted a positive relationship with food and willingness to try new things. 1．A．ignorant B．sleepy C．hungry D．greedy 2．A．display B．exchange C．market D．have 3．A．took off B．started off C．called off D．put off 4．A．nervous B．confident C．bored D．relaxed 5．A．recommend B．appreciate C．evaluate D．make 6．A．preparation B．cooking C．competition D．course 7．A．involved B．intended C．copied D．pictured 8．A．trouble B．pressure C．tease D．resistance 9．A．dish B．task C．fault D．cooker 10．A．pulling B．giving C．putting D．working 11．A．tasted B．felt C．sounded D．smelled 12．A．drawn B．cheated C．beaten D．refused 13．A．comprised B．ended C．perfected D．saved 14．A．Moreover B．Therefore C．Otherwise D．Still 15．A．achievement B．security C．excitement D．responsibility 【答案】 1．C 2．D 3．B 4．B 5．D 6．A 7．B 8．A 9．C 10．A 11．D 12．A 13．B 14．D 15．C 【导语】这是一篇记叙文。文章讲述了作者参加学校举办的烹饪课，课上他和小组成员一起制作热狗，起初一切顺利，但由于他们的疏忽，热狗烤焦了。虽然没能成功完成这道菜，但作者仍感谢烹饪带来的兴奋感。 1．考查形容词词义辨析。句意：作为一个成长中的男孩，我似乎整天都觉得饿。A. ignorant无知的；B. sleepy困倦的；C. hungry饥饿的；D. greedy贪婪的。根据下文“And the good news was that we could _____ what we cooked. I immediately signed up.”可知，得知可以吃自己们做的菜，作者立刻报名了，说明作者整天都觉得饿，想吃东西。故选C项。 2．考查动词词义辨析。句意：好消息是，我们可以吃我们做的菜。A. display展示；B. exchange交换；C. market营销；D. have吃。根据上文“As a growing boy, I seemed to be _____ all day long.”可知，作者报名的原因是我可以吃自己做的菜，缓解饥饿。故选D项。 3．考查动词短语词义辨析。句意：在第一节课开始时，我慢慢地开始独自做一个经典的煮鸡蛋。A. took off起飞；B. started off开始，着手；C. called off取消；D. put off推迟。根据句中“At the beginning of the first class”可知，刚开始上烹饪课，所以开始独自做煮鸡蛋。故选B项。 4．考查形容词词义辨析。句意：我感到自信和兴奋。A. nervous紧张的；B. confident自信的；C. bored无聊的；D. relaxed放松的。根据上文“To a teenage boy, the boiled egg might seem like a no-brainer.”可知，作者认为煮鸡蛋是一件轻而易举的事，说明作者很自信。故选B项。 5．考查动词词义辨析。句意：然后，全班被分成小组，制作复杂而富有挑战性的菜肴——Rodeo Stuffed Hot Dogs。A. recommend推荐；B. appreciate欣赏；C. evaluate评价；D. make制作。根据后文“the complex and challenging dish—Rodeo Stuffed Hot Dogs”可知，参加的是烹饪课，要制作复杂而富有挑战性的菜肴。故选D项。 6．考查名词词义辨析。句意：准备工作进展顺利。A. preparation准备工作；B. cooking烹饪；C. competition竞争；D. course课程。根据下文“Even the baking seemed to progress as”可知，句中描述的是烹饪过程，由此可知，先进行的是准备工作，准备工作进展顺利。故选A项。 7．考查形容词词义辨析。句意：甚至烘焙似乎也按预期进行。A. involved卷入的；B. intended预期的；C. copied模仿的；D. pictured想象的。根据上文“The _____ proceeded satisfactorily.”可知，烹饪过程进展顺利，说明烘焙工作也按预期进行。故选B项。 8．考查名词词义辨析。句意：但当我们打开烤箱把热狗烤成褐色时，我的团队陷入了麻烦。A. trouble麻烦；B. pressure压力；C. tease玩笑；D. resistance抵抗。根据下文“until a cloud of black smoke rising from our oven suddenly _____ our masterpieces.”可知，把热狗烤焦了说明团队遇到了麻烦。故选A项。 9．考查名词词义辨析。句意：这真的不是我们的错。A. dish菜肴；B. task任务；C. fault过错；D. cooker炊具。根据下文“until a cloud of black smoke rising from our oven suddenly _____ our masterpieces.”可知，把热狗烤焦了，即犯了错误。故选C项。 10．考查动词词义辨析。句意：另一组的成员正忙着把热狗从烤箱里拿出来，放在桌子上冷却。A. pulling拉；B. giving给；C. putting放；D. working工作。根据后文“their hot dogs out from the oven”可知，应该先把热狗从烤箱里拿出来，再放在桌子上冷却，“pull…out from…”意为“把……从……中拉出来”。故选A项。 11．考查动词词义辨析。句意：它们闻起来很香，让我们流口水。A. tasted尝起来；B. felt感觉；C. sounded听起来；D. smelled闻起来。根据后文“making our mouths water”可知，流口水的原因是刚烤好的热狗闻起来很香。故选D项。 12．考查动词词义辨析。句意：我们紧紧地聚集在那些美味的热狗周围，我们都被吸引住了，直到一团黑烟从我们的烤箱里冒出来，突然结束了我们的杰作。A. drawn吸引；B. cheated欺骗；C. beaten打败；D. refused拒绝。根据上文“They _____ good, making our mouths water.”可知，香气扑鼻的热狗让人流口水，说明都被吸引了。故选A项。 13．考查动词词义辨析。句意：我们紧紧地聚集在那些美味的热狗周围，我们都被吸引住了，直到一团黑烟从我们的烤箱里冒出来，突然结束了我们的杰作。A. comprised包括；B. ended结束；C. perfected使完美；D. saved拯救。根据句中“until a cloud of black smoke rising from our oven suddenly”可知，热狗烤焦了，即一团黑烟结束了他们的杰作。故选B项。 14．考查副词词义辨析。句意：我们仍然被视为那一天的英雄。A. Moreover此外；B. Therefore因此；C. Otherwise否则；D. Still仍然。根据上文“All our previous efforts were wasted.”和句中“we were regarded as that day’s heroes”可知，虽然他们的努力都白费了，但仍然被视为那一天的英雄。故选D项。 15．考查名词词义辨析。句意：做一道菜所带来的兴奋感促进了与食物的积极关系以及尝试新事物的意愿。A. achievement成就；B. security安全；C. excitement兴奋；D. responsibility责任。根据上文“I was feeling _____ and excited.”可知，制作菜肴让作者感到兴奋，由此可知，创造一道菜所带来的兴奋感促进了与食物的积极关系以及尝试新事物的意愿。故选C项。 （八） 语法填空 （24-25高二上·湖南长沙·期末）阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。 World Poetry Day takes place each year 1 March 21 to promote the teaching of poetry, as well as the publishing, writing, and reading of this form of writing around the world. It 2 (declare) by UNESCO in 1999 in the hopes of supporting language diversity through poetic expression and increasing the opportunity for endangered languages 3 (hear). World Poetry Day was about giving fresh drive and 4 (recognise) to international, regional, and national poetry movements. It also focused on promoting a return to the oral (口头的) tradition of poetry recitals, as well as 5 (strengthen) the association between poetry and other forms of expression, such as dance, music, and painting. The day is celebrated 6 (global). Government agencies, community groups and individuals get involved in promoting or participating in the day, 7 enables children to learn and enjoy a variety of poetry. It is a time 8 students are busy examining poets and learning about different types of poetry. Poets may be invited to read and share their work with audiences at bookstores and schools. Ceremonies are held to honour the memory of poets who have made 9 (amaze) achievements. All in all, it's a day for poetry: 10 ancient art form that still enriches our understanding of humanity today. 【答案】 1．on 2．was declared 3．to be heard 4．recognition 5．strengthening 6．globally 7．which 8．when 9．amazing 10．an 【导语】这是一篇说明文。主要介绍了世界诗歌日的设立目的及意义。 1．考查介词。句意：每年的3月21日是世界诗歌日，旨在促进诗歌教学，以及这种写作形式的出版、写作和阅读。根据空后March 21为具体某一天可知，此处为介词on+具体某一天。故填on。 2．考查动词时态和语态。句意：联合国教科文组织于1999年宣布世界语言日，希望通过诗意的表达来支持语言多样性，并增加濒危语言被听到的机会。设空处为句子的谓语，根据后面的时间状语in 1999可知，此处应为一般过去时；主语It与declare之间为被动关系，应用被动语态；主语为It，谓语用第三人称单数形式。故填was declared。 3．考查不定式的被动语态。句意：联合国教科文组织于1999年宣布世界语言日，希望通过诗意的表达来支持语言多样性，并增加濒危语言被听到的机会。opportunity to do sth 为固定表达，意为“做某事的机会”，此处为不定式作后置定语，修饰opportunity，故此处应填不定式；空前的for引出不定式的逻辑主语，endangered languages 与hear之间为逻辑上的被动关系，故此处应用动词不定式的被动式。故填to be heard。 4．考查名词。句意：世界诗歌日旨在为国际、区域和国家诗歌运动注入新的动力和认可。设空处和drive并列，共同作giving的宾语，应用名词形式；recognise的名词形式为 recognition，意为“认可；承认”。故填recognition。 5．考查动名词。句意：它还侧重于促进诗歌朗诵口头传统的回归，以及加强诗歌与其他表达形式（如舞蹈、音乐和绘画）之间的联系。as well as连接两个并列成分，此处与promoting并列，为动名词形式作介词on的宾语成分。的故填strengthening。 6．考查副词。句意：这一天在全球范围内庆祝。此处修饰动词celebrated，作状语，应用副词形式。故填globally。 7．考查定语从句。句意：政府机构、社区团体和个人都参与到促进或参与这一天中来，这使孩子们能够学习和享受各种各样的诗歌。分析句子可知，设空处引导非限制性定语从句，先行词为前面整句话在从句中作主语成分，所以为关系代词which引导。故填which。 8．考查定语从句。句意：这是学生们忙于研究诗人和学习不同类型诗歌的时候。分析句子可知，设空处引导定语从句，修饰先行词time，关系词在从句中作时间状语，故用关系副词when引导该从句。故填when。 9．考查形容词。句意：人们举行仪式来纪念那些取得惊人成就的诗人。根据句意以及空后achievements为名词可知，此处为形容词amazing“惊人的，了不起的”作定语修饰该名词，满足句意要求。故填amazing。 10．考查冠词。句意：总而言之，这是一个属于诗歌的日子：诗歌是一种古老的艺术形式，至今仍丰富着我们对人性的理解。此处泛指“一种古老的艺术形式”，应用不定冠词修饰，且ancient的发音以元音音素开头。故填an。 思维素养提升 Task 1写作项目——Write a poem 本单元的写作任务是写一首诗歌。诗歌是一种抒情言志的文学体裁，要按照一定的音节、声调和韵律的要求，用凝练的语言、充沛的情感来高度集中地表现社会生活和人的精神世界。由于诗歌不是叙述生活就是歌唱生活，因此感情就是诗歌的主要内容，抒情则是诗歌内容的本质，感情要有所依托。创作诗歌时应注重从诗歌的形式、画面、语言、意义四个方面来构思。 请选择一篇你感兴趣的阅读语篇，尝试用思维导图绘制出文章脉络吧！ Task 2 假定你是李华，你的英国笔友Chris将要参加中文诗歌朗诵比赛(recitation contest)，发邮件向你询问《游子吟》(A Traveler's Song)这首诗歌的含义。请你回复邮件，介绍该诗歌的主要内容、表达的思想感情和写作手法。 注意：1.写作词数应为80左右； 2．可以适当增加细节，以使行文连贯。 　 　 　 　 　 参考答案： Dear Chris， Glad to hear that you're participating in the Chinese Poem Recitation Contest. The poem you chose is an ancient one, which ought to be a real challenge. A Traveler's Song is a poem written by Meng Jiao. It's about the deep love between the poet and his mother. The poem mainly describes a scene in which a mother is making clothes for her son who is leaving home to fulfil his dream. With each stich she makes, the mother conveys her deep love for her son and her concern that he may not return. The poet expresses his ideas using comparison, concluding that “a mother's love is like the sunshine to the grass”. With its rich emotion and depth, this poem is a good choice for your contest. Best of luck. Yours， Li Hua ( 6 )原创精品资源学科网独家享有版权，侵权必究！ 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$ 选择性必修第三册Unit 5 Poems（人教版2019） 人与社会：诗歌文学 单元引言解读 Two roads diverged in a wood, and I — I took the one less travelled by, And that has made all the difference.—Robert Frost 释义：本单元的引言是美国诗人罗伯特·弗罗斯特的诗作《未选择的路》(The Road Not Taken)中的最后几句：“一片树林里分出两条路——而我选了人迹更少的一条，从此决定了我一生的道路。” 启示：这是一首著名的哲理抒情诗，诗人借用了林中岔道这一意象，来阐释如何抉择人生道路。 名言名句积累 人与社会：诗歌文学 1．A great poem is a fountain forever overflowing with the waters of wisdom and delight.—Shelley 一首伟大的诗犹如一座喷泉，不断地喷出智慧和快乐的泉水。——雪莱 2．People have always believed that poetry has a magical power, because it can lift people's spirits. —Bacon 人们历来认为，诗歌有一种神奇的力量，因为它能振奋人们的精神。——培根 3．We are always finding new beauties in Shakespeare's poetry. 我们不断地在莎士比亚的诗歌中发现新的美妙之处。 4．Poetry shows us a strong power and makes us feel subtle emotion. 诗歌给我们展示了一种强大的力量，使我们感到微妙的情感。 5．I am delighted to know you are interested in Tang poems. 我很高兴知道你对唐诗感兴趣。 6．Not only do some classic works offer us joy and excitement, but also they encourage us to think critically. 一些经典作品不仅能让我们喜悦和兴奋，而且还鼓励我们批判性地思考。 时文拓展阅读 How do polyglots learn languages ? How many languages do you speak? For most people, it can be hard learning just one foreign language. Lydia Machova, a Slovakian polyglot and language mentor, is currently fluent in seven foreign languages and says she likes to learn a new language every two years! So how do polyglots like Lydia learn multiple languages successfully, and what can we learn from their methods? Lydia wanted to find out the different techniques polyglots use, and she found a wide variety of methods. Some use language exchange apps to find native speakers so that they can start speaking from day one. Others watch series they love with subtitles, and some use techniques like ‘shadowing’—listening to and repeating target language to master pronunciation. Kato Lomb was described by the linguist Krashen as “possibly the most accomplished polyglot in the world”. She was a Hungarian who spoke 16 languages! Her approach to learning focussed on extensive reading and self-study. So, while there are lots of different approaches, in her 2019 TED Talk, Lydia concluded that the one thing polyglots all have in common is an interest and motivation to learn. However, some linguists argue that viral videos showing polyglots switching between languages often rely on memorised phrases rather than proving genuine conversational ability. Benny Lewis, author and creator of the website Fluent in 3 Months, thinks it’s important to be open and honest about your competency in a language. Hediscusses having varying levels of proficiency in the languages he speaks, from basic conversation to near-native fluency. So, the professionals say enjoy yourself when learning. We recommend you try some of these suggestions, find the right method for you and stick to it! 【译文欣赏】  通晓多门语言的人是如何学习语言的？ 你会说几种语言？对于大多数人来说，学习一门外语可能很难。Lydia Machova是一名斯洛伐克多语言者和语言导师，目前精通七门外语，她说她喜欢每两年学习一门新语言！那么，像莉迪亚这样的多语者是如何成功学习多种语言的，我们能从他们的方法中学到什么呢？ Lydia想了解多语言者使用的不同技术，她发现了各种各样的方法。有些人使用语言交换应用程序来寻找母语人士，这样他们就可以从第一天开始说话。其他人观看他们喜欢的带有字幕的连续剧，有些人使用“影子”等技巧——听和重复目标语言来掌握发音。语言学家克拉申（Krashen）将加藤·隆（Kato Lomb）描述为“可能是世界上最有成就的多语者”。她是匈牙利人，会说16种语言！她的学习方法侧重于泛读和自学。因此，尽管有很多不同的方法，但在2019年的TED演讲中，Lydia得出结论，多语言者的一个共同点是学习的兴趣和动力。 然而，一些语言学家认为，显示多语言者在语言之间切换的病毒视频通常依赖于记忆短语，而不是证明真正的会话能力。Benny Lewis是Fluent in 3 Months网站的作者和创建者，他认为对自己的语言能力持开放和诚实的态度很重要。他谈到，从基本的对话到近乎母语的流利程度，他所说的语言的熟练程度各不相同。 所以，专业人士说，在学习时享受自己。我们建议您尝试其中的一些建议，找到适合您的方法并坚持下去！ 【词汇积累】 foreign language 外语，母语以外的语言 polyglot 通晓多种语言的人 fluent 流利的 language exchange 语言交流 native 母语的 subtitle 字幕 target language 目标语言 master 熟练掌握，精通 pronunciation 发音 linguist 语言学家 accomplished 成功的，优秀的 extensive reading 广泛阅读，大量阅读 motivation 动力，干劲 memorised phrase 死记硬背的短语 conversational ability 口语会话能力 competency 能力 stick to 坚持做 【知识拓展】 “Polyglot”的意思是“通晓多国语言的人”。你知道他们都有哪些学习语言的窍门吗？有的人认为，能通晓多国语言的人通常对语言学习抱有很强的动力和兴趣；还有人发现，他们中的一些人会从尝试用口语和他人对话开始学习一门新语言。 【词汇延伸】 proficiency 熟练程度 综合实战演练 （一） （2024·全国甲卷·高考真题）“I didn’t like the ending,” I said to my favorite college professor. It was my junior year of undergraduate, and I was doing an independent study on Victorian literature. I had just finished reading The Mill on the Floss by George Eliot, and I was heartbroken with the ending. Prof. Gracie, with all his patience, asked me to think about it beyond whether I liked it or not. He suggested I think about the difference between endings that I wanted for the characters and endings that were right for the characters, endings that satisfied the story even if they didn’t have a traditionally positive outcome. Of course, I would have preferred a different ending for Tom and Maggie Tulliver, but the ending they got did make the most sense for them. This was an aha moment for me, and I never thought about endings the same way again. From then on, if I wanted to read an ending guaranteed to be happy, I’d pick up a love romance. If I wanted an ending I couldn’t guess, I’d pick up a mystery (悬疑小说). One where I kind of knew what was going to happen, historical fiction. Choosing what to read became easier. But writing the end — that’s hard. It’s hard for writers because endings carry so much weight with readers. You have to balance creating an ending that's unpredictable, but doesn’t seem to come from nowhere, one that fits what’s right for the characters. That’s why this issue (期) of Writer’s Digest aims to help you figure out how to write the best ending for whatever kind of writing you’re doing. If it’s short stories, Peter Mountford breaks down six techniques you can try to see which one helps you stick the landing. Elizabeth Sims analyzes the final chapters of five great novels to see what key points they include and how you can adapt them for your work. This issue won’t tell you what your ending should be — that’s up to you and the story you’re telling — but it might provide what you need to get there. 1．Why did the author go to Prof. Gracie? A．To discuss a novel. B．To submit a book report. C．To argue for a writer. D．To ask for a reading list. 2．What did the author realize after seeing Gracie? A．Writing is a matter of personal preferences. B．Readers are often carried away by character. C．Each type of literature has its unique end. D．A story which begins well will end well. 3．What is expected of a good ending? A．It satisfies readers’ taste. B．It fits with the story development. C．It is usually positive. D．It is open for imagination. 4．Why does the author mention Peter Mountford and Elizabeth Sims? A．To give examples of great novelists. B．To stress the theme of this issue. C．To encourage writing for the magazine. D．To recommend their new books. ( （一）词汇积累是基础 （二）攻克长难句，理清文章脉络 1. 学会分析句子结构：长难句往往包含多个从句、修饰成分等，我们要学会找出句子的主干部分（主谓宾等），然后再分析各个修饰成分与主干的关系。 比如，“The book, which was written by a famous author and has been translated into many languages, tells an inspiring story.”这句话的主干就是“The book tells an inspiring story.”，而“which was written by a famous author and has been translated into many languages”是一个定语从句，用来修饰先行词“the book”。 2. 巧用语法知识：掌握基本的语法规则对于理解长难句至关重要。比如，通过识别从句引导词（如that, which, who等）来判断从句类型，利用分词作定语、状语的特点来分析句子成分等。在日常学习中，要多做一些长难句分析的练习，提高自己的语法运用能力。 （三）阅读技巧要掌握 1. 先读题目，后读文章： 在做阅读理解CD篇时，先快速浏览一遍题目和选项，了解文章大致要考查的内容和方向。这样在阅读文章时就可以有针对性地去寻找关键信息，提高阅读效率。例如，如果题目问到文章中某个人物的观点，那我们在阅读文章时就要重点关注该人物出现的段落以及相关表述。 2. 略读与精读相结合： 略读是指快速浏览文章，抓住文章的主旨大意、段落首句和尾句等关键信息，了解文章的大致框架。精读则是针对题目所涉及的具体内容，对相关段落进行仔细研读，分析句子含义，理解细节信息。比如，在略读一篇关于环保措施的文章时，我们可以通过各段落首句了解到文章分别介绍了政府的政策、企业的行动以及个人的参与等方面的内容；当遇到题目问到企业采取了哪些具体环保措施时，就需要对相关段落进行精读，找出准确答案。 （四）把握文章主旨，准确答题 1. 关注文章开头和结尾：很多文章的主旨大意都会在开头部分提出，结尾部分进行总结或升华。所以，在阅读过程中要特别留意文章的首段和尾段，从中提炼出文章的核心观点。例如，一篇文章开头写道：“In modern society, the issue of environmental protection has become increasingly urgent.”结尾又提到：“Only by taking collective actions can we hope to solve the environmental problems and create a better future.”从这里我们就可以大致判断出文章的主旨是关于现代社会中环境保护的重要性以及需要采取集体行动来解决问题。 2. 结合各段落大意：除了开头和结尾，各段落的大意也对把握文章主旨有很大帮助。我们可以在略读文章时，简单概括每个段落的主要内容，然后将这些内容综合起来，进一步明确文章的主旨。比如，一篇文章分别从不同角度介绍了智能手机对人们生活的影响，我们通过概括各段落大意，如智能手机对社交的影响、对学习的影响、对娱乐的影响等，就能准确把握文章整体是在探讨智能手机在生活各方面所带来的影响这一主旨。 （五）排除干扰项，提高答题准确率 1. 分析选项特点：高考英语阅读理解的选项设置通常会有一些干扰项，这些干扰项往往具有与原文部分相似、表述绝对化、偷换概念等特点。我们要学会仔细分析每个选项，找出其与原文的差异和不合理之处。例如，原文说“Most people prefer to travel by train during holidays.”，选项中如果出现“All people prefer to travel by train during holidays.”，“All”这个绝对化的表述就与原文不符，可直接排除。 2. 回原文验证：对于难以判断的选项，一定要回原文中找到相应的出处进行验证。不能仅凭感觉或印象就做出选择，要确保所选答案在原文中有确凿的依据。比如，当遇到一个选项说某件事情发生的原因是A，但我们不确定时，就需要回到原文中去查找关于这件事情原因的相关表述，看是否真的是A。 三、实战演练，巩固技巧 光说不练假把式，同学们在掌握了这些技巧之后，一定要通过大量的实战演练来加以巩固。可以选择历年高考真题、高质量的模拟试题等进行练习，在练习过程中不断运用所学技巧，分析自己的答题情况，总结经验教训，逐步提高自己的阅读理解能力。 同时，做完题目后要认真分析错题原因，是因为词汇不认识、长难句没理解，还是阅读技巧运用不当等，针对不同的原因采取相应的改进措施。 ) ( undergraduate本科生   Victorian维多利亚时代  make sense有意义；讲得通 guarantee担保 unpredictable不可预测 come from nowhere无中生有 issue期 digest文摘  stick the landing安稳着陆 submit递交  a matter of ...的问题；大约 preference偏好 be/get carried away变得很激动；失去自制力 satisfy sb.’s taste符合某人的口味 be open for imagination任凭想象 ) 参考译文： “我不喜欢这个结局，”我对我最喜欢的大学教授说。那是我大三的时候，我正在做一项关于维多利亚文学的独立研究。我刚刚读完乔治·艾略特的《弗洛斯河上的磨坊》，读到结尾我很伤心。格雷西教授耐心地让我考虑一下，不要只看我喜不喜欢。他建议我思考我想要的角色结局和适合角色的结局之间的区别，即满足故事的结局，即使它们没有传统的积极结果。当然，我更希望汤姆和玛吉·特利佛有一个不同的结局，但他们得到的结局对他们来说确实是最合理的。 这对我来说是一个顿悟的时刻，我再也不会像以前那样看待结局了。从那时起，如果我想读一个保证幸福的结局，我就会选一部爱情小说。如果我想要一个我猜不到的结局，我会选一本悬疑小说。如果我想读知道大概会发生什么事情的小说，则会选择历史小说。选择读什么变得更容易了。 但是写结尾是很难的。这对作家来说很难，因为结局对读者来说太重要了。你必须平衡创造一个不可预测的结局，但似乎不是凭空而来的，一个适合角色的结局。 这就是为什么本期《作家文摘》旨在帮助你弄清楚如何为你正在做的任何一种写作写出最好的结局。如果是短篇小说，彼得蒙特福德给出了六种技巧，你可以试着看看哪一种能帮助你坚持着落。伊丽莎白·西姆斯分析了五部伟大小说的最后几章，看看它们包含了什么关键点，以及你如何将它们改编成你的作品。 这期杂志不会告诉你你的结局应该是什么——这取决于你和你讲述的故事——但它可能会提供你到达那里所需的东西。 （二） （24-25高三下·广东·阶段练习）The Oxford College Farm, located on the edge of Oxford campus of Emory University, was created in 2014 after the donation of eleven acres of land from an Emory graduate. Here, organic and fresh food is grown both for Emory’s campuses and the surrounding communities. Also, the farm provides students across disciplines with hands-on experience in sustainable agriculture. If you are looking for local and organically-grown food, delicious varieties harvested at the peak of ripeness or other exciting possibilities, come and join the Oxford College Farm Community Supported Agriculture (CSA) Program! Just take it as a subscription program that allows you to be a steward of the land while eating well! CSA Program Membership ·Tour the gardens on weekdays. ·Enjoy locally-grown, fresh, and seasonal produce. ·Receive newsletter featuring garden updates and recipe suggestions. ·Have priority for signing up for next year’s CSA Sign-up Reminders ·Fill in your information, including your Emory NetID, first name, last name, preferred email, preferred phone, home address, city, state and zip code. ·Select your pickup location: Oxford Farmers Mkt, Atl Campus Kaldi’s, Atl Campus Math/ Sci, Emory University Hospital. ·Choose your pickup season (s). Please note that prices vary from season to season. To receive a 10% discount, you can participate in all seasons. ·Use a delivery service if you need. It is free for all orders over $30, otherwise fees vary anywhere from $2 to $5 depending on distance. Membership to the CSA is limited, so sign up as soon as possible! Don’t miss out on this opportunity to support sustainable agriculture and enjoy fresh, locally-grown food! 1．What is the main purpose of this passage? A．To raise people’s awareness of sustainable agriculture. B．To give instructions on signing up for an agriculture program. C．To promote a sustainable agriculture program among students. D．To advertise organic food grown on the Oxford College Farm. 2．The CSA members can ________. A．enjoy fresh produce for free B．take part in farm tours on weekends C．enjoy automatic membership renewal D．get latest information about the gardens 3．If you want to sign up for the CSA program, you need to ________. A．accept the use of delivery service B．choose your preferred pickup spot C．participate as an all-season member D．submit your information by email in advance （三） （24-25高二上·浙江宁波·期末）Decades ago, my friend Caetlin received a peculiar assignment from the poet Robert L. Hass, who was then her undergraduate literature professor. He instructed each student to memorize three poems from The Norton Anthology of American Literature not for any urgent academic reason but to prepare them for their unavoidable future solitude, claiming that you’re going to be alone, and poetry is going to be all you have. The act of memorizing a poem seemed curiously old-fashioned in an era when few of us encounter poetry at all. I mostly devoted myself to prose (散文). It was only in my 40s that I began to change my ways. It happened in a flight to Seattle. For hours, I read nothing else but a poem, sometimes going through, sometimes repeating over and over. At the end of my flight, I had all 40 lines in my head. Memorizing a great poem always begins as a crime. The boredom of repetition reduces the great charm it has. But as you keep trying, the lines finally come together again, and the scattered text transforms back into a treasure, often a more valuable one than it was before. In other words, poetry perpetuates itself by becoming a part of those who read it. It can do so only because it is so specific, so entirely different, that taking it in expands our own sense of what we are. Some of the poems I’ve memorized are already fading, and that’s fine. I know if I spend a little time with them, they’ll sing in me again. Others keep thumping (重击) in me like a new pulse. I won’t promise you that memorizing poetry will make your life better, but it will make you more: more in touch with language, with other minds, maybe with what you might yet become. 1．What did professor Robert assign his students to do? A．Appreciate literature works. B．Write poems to avoid future solitude. C．Recite poems for potential loneliness. D．Memorize poems for academic reasons. 2．Why does the author say memorizing a poem begins as a crime? A．Repetition makes poems boring. B．It’s a way to kill time on the plane. C．The author preferred prose to poetry. D．People hardly encountered poetry then. 3．What does the underlined word perpetuates in paragraph 3 mean? A．Make something famous. B．Keep something alive. C．Make something beautiful. D．Keep something special. 4．How does the author understand memorizing poetry? A．It makes our life better. B．It leads to the pursuit of dream. C．It expands our life properly. D．It enriches our memory definitely. （四） （24-25高三上·山东德州·期末）A new study suggests people might like chatbot-produced poems for their simple and straightforward images, emotions and themes. In a recent experiment, the researchers tasked OpenAI’s ChatGPT with generating poems in the styles of famous poets, then presented 1,634 participants with ten poems — five human-written and five chatbot-generated — and assessed how people rated the poems based on 14 qualities, including rhythm and originality. Interestingly, they tended to rate the AI-generated poems higher on average, suggesting a preference for their straightforwardness and clarity. Why readers seem to prefer AI-generated poetry is not entirely clear, but the researchers’ best guess is that the AI poems may be more appealing because they are relatively straightforward and simple to comprehend. “Emily Dickinson sometimes breaks the expected rhyme scheme (韵律) on purpose,” says Brian Porter, a researcher at the University of Pittsburgh, “But the AI-generated poems in her style never did that once.” Besides, modern readers don’t seem to want to bother themselves to read deep to think critically. Instead, they prefer texts giving them instant answers. “When readers say they prefer AI poetry, they would seem to be showing their frustration when faced with writing that does not yield to their attention,” he adds. While the findings raise concerns about AI potentially replacing human artists and putting them out of work one day, Dorothea Lasky, the only living poet whose writings were included in the experiments, says it’s not necessarily a bad thing that readers enjoyed the AI-generated poems. “Poetry will always be necessary,” Lasky says, “If they read AI poems and like that poem better than a human-generated poem, then that, to me, is beautiful. They have a good experience with a poem, and I don’t care who wrote it. I feel there is room for all poets — even robot poets.” This study provided a platform for the intersection of technology and creativity, prompting reflection on the future of poetry and artistic expression. 1．Why did the researchers conduct the experiment? A．To create a technique. B．To clarify a concept. C．To detail an example. D．To confirm a finding. 2．What does the example of Emily Dickinson imply? A．Robots are more complicated than humans. B．AI meets modern readers’ reading preference. C．Chatbot is trained to write in creative patterns. D．Classic poetry lacks unique charming features. 3．Which belief does Dorothea Lasky have about poetry? A．All flowers bloom together. B．No dish suits all tastes. C．It’s no use crying over spilt milk. D．Time and tide wait for no man. 4．What can be a suitable title for the text? A．Will Poets Be lost in AI Era? B．ChatGPT: a New Advancement C．Fake or Real — a Concern about AI D．ChatGPT or Dickinson, Who is better? （五） （24-25高二上·湖南郴州·期末）New psychology research points to the factors that explain why we find particular poems aesthetically pleasing. “While it may seem obvious that individual taste matters in judgments of poetry, we found certain factors consistently influence how much a poem will be enjoyed.” Aesthetics (美学), the basis of what we find appealing or not, play an important role in our everyday lives. However, little is known about how we make these judgments. The researchers sought to answer an age-old question — “Why do we like what we like?” — by measuring what we find aesthetically pleasing in poetry. To do this, the team had more than 400 participants read and rate poems of two genres — haiku and sonnet — with the aim of understanding the factors that best predicted the aesthetic appeal of the poems. After reading each poem, participants answered questions about the poem’s vividness (“How vivid is the imagery evoked from this poem?”), emotional arousal (“How relaxing or stimulating is this poem?”), emotional valence (“How positive or negative is the content of this poem?”), and aesthetic appeal (“How enjoyable or aesthetically appealing did you find this poem?”). Their results showed that vividness of mental imagery was the best predictor of aesthetic appeal — poems that evoked greater imagery were more pleasing. Emotional valence also predicted aesthetic appeal, though to a lesser extent; specifically, poems that were found to be more positive were generally found to be more appealing. By contrast, emotional arousal did not have a clear relationship to aesthetic appeal. “The vividness of a poem consistently predicted its aesthetic appeal,” notes Starr, author of Feeling Beauty: The Neuroscience of Aesthetic Experience. “Therefore, it seems that vividness of mental imagery may be a key factor influencing what we like more broadly.” “While limited to poetry,” she adds, “our work sheds light into which facts most influence our aesthetic judgments and paves the way for future research investigating how we make such judgments in other fields.” 1．What did the researchers ask the participants to do? A．Evaluate poems of haiku and sonnet. B．Write the aesthetic appeal of poems. C．Explain factors of emotional valence. D．Ask questions about the poem’s vividness. 2．Which of the following is true according to paragraph 4? A．Poems with more negative content are more appealing. B．Emotional arousal is negatively related to aesthetic appeal. C．Emotional valence is the most important predictor of aesthetic appeal. D．Vividness of mental imagery has the strongest connection with aesthetic appeal. 3．What can be inferred from Starr’s words? A．The research will help explore aesthetic judgments in other fields. B．The finding of vividness being a key factor is only applicable to poetry. C．Emotional valence should be further studied in the context of other art forms. D．The research has little value for understanding aesthetic judgments in other areas. 4．What is the main purpose of this passage? A．To introduce different types of poems. B．To discuss the importance of aesthetics. C．To show the findings of aesthetic appeal. D．To persuade people to admire the poems. （六） （24-25高二上·湖南·期末）There tend to be two types of teachers when it comes to poetry: Ones who love it and bring it into the classroom freely and often. Then, others stay clear. 1 If the love is not there yet, I challenge you to try it! Here are several reasons to teach poetry in the classroom. Build Reading, Speaking & Listening Skills Why teach poetry? Children need to learn to read various texts, and poems are one of those forms. The unique thing about poetry is that we often read aloud, repeat often, and share in groups. When children listen to poems orally, they are building their listening skills. 2 When sharing poems in a classroom, look at them and read them together. Children strengthen their reading skills and build reading fluency through repeated reading. Inspire Poetry Writing Teach how poems are constructed and the words they contain. It is the first step to writing. 3 We learn how to choose the right words to create imagery and effect. The simple patterns found in some poems are fun to follow and great places for children to start learning to write. 4 Poetry is a form of expression. Writing lets us express our feelings and thoughts on a subject, while reading encourages us to connect and find meaning in our experiences. Poetry can have a positive impact on children's social and emotional learning. It may offer them a new way of thinking about something. Build a Love for Reading Expose children to various styles and types of text as they learn to read. As teachers, we want them to love the act of reading and what they read as they learn. Reading can be hard work, and the books children learn first often lack that unique ingredient. Poetry is different. 5 Poems provide enjoyment and laughter. They are engaging and fun to read! A．Encourage Creative Thinking B．Explore Language and Vocabulary C．Poetry offers a memorable and motivational way to teach. D．It has that special sauce that children long for and so much more! E．Poetry teaches us how to combine words to form meaning and context. F．They learn to attend to the words they hear and think about what they mean together. G．This may be because they don't think it fits with the curriculum and what they are teaching. （七） 完形填空 （2024·广东·二模）You can imagine how novel we found it when my school began offering cooking as part of the curriculum (课程). As a growing boy, I seemed to be 1 all day long. And the good news was that we could 2 what we cooked. I immediately signed up. At the beginning of the first class, I 3 slowly with a classic, boiled egg alone. To a teenage boy, the boiled egg might seem like a no-brainer. I was feeling 4 and excited. Then the class was divided into teams to 5 the complex and challenging dish — Rodeo Stuffed Hot Dogs. The 6 proceeded satisfactorily. Even the baking seemed to progress as 7 . But my team ran into 8 when we turned on the broiler (烤箱) to brown our hot dogs. It really wasn’t our 9 . The members of another group were busy 10 their hot dogs out from the oven and placing them on the table to cool. They 11 good, making our mouths water. We gathered closely together around those tasty hot dogs, and we were all 12 until a cloud of black smoke rising from our oven suddenly 13 our masterpieces. All our previous efforts were wasted. 14 , we were regarded as that day’s heroes. The sense of 15 that came from creating a dish promoted a positive relationship with food and willingness to try new things. 1．A．ignorant B．sleepy C．hungry D．greedy 2．A．display B．exchange C．market D．have 3．A．took off B．started off C．called off D．put off 4．A．nervous B．confident C．bored D．relaxed 5．A．recommend B．appreciate C．evaluate D．make 6．A．preparation B．cooking C．competition D．course 7．A．involved B．intended C．copied D．pictured 8．A．trouble B．pressure C．tease D．resistance 9．A．dish B．task C．fault D．cooker 10．A．pulling B．giving C．putting D．working 11．A．tasted B．felt C．sounded D．smelled 12．A．drawn B．cheated C．beaten D．refused 13．A．comprised B．ended C．perfected D．saved 14．A．Moreover B．Therefore C．Otherwise D．Still 15．A．achievement B．security C．excitement D．responsibility （八） 语法填空 （24-25高二上·湖南长沙·期末）阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。 World Poetry Day takes place each year 1 March 21 to promote the teaching of poetry, as well as the publishing, writing, and reading of this form of writing around the world. It 2 (declare) by UNESCO in 1999 in the hopes of supporting language diversity through poetic expression and increasing the opportunity for endangered languages 3 (hear). World Poetry Day was about giving fresh drive and 4 (recognise) to international, regional, and national poetry movements. It also focused on promoting a return to the oral (口头的) tradition of poetry recitals, as well as 5 (strengthen) the association between poetry and other forms of expression, such as dance, music, and painting. The day is celebrated 6 (global). Government agencies, community groups and individuals get involved in promoting or participating in the day, 7 enables children to learn and enjoy a variety of poetry. It is a time 8 students are busy examining poets and learning about different types of poetry. Poets may be invited to read and share their work with audiences at bookstores and schools. Ceremonies are held to honour the memory of poets who have made 9 (amaze) achievements. All in all, it's a day for poetry: 10 ancient art form that still enriches our understanding of humanity today. 思维素养提升 Task 1写作项目——Write a poem 本单元的写作任务是写一首诗歌。诗歌是一种抒情言志的文学体裁，要按照一定的音节、声调和韵律的要求，用凝练的语言、充沛的情感来高度集中地表现社会生活和人的精神世界。由于诗歌不是叙述生活就是歌唱生活，因此感情就是诗歌的主要内容，抒情则是诗歌内容的本质，感情要有所依托。创作诗歌时应注重从诗歌的形式、画面、语言、意义四个方面来构思。 请选择一篇你感兴趣的阅读语篇，尝试用思维导图绘制出文章脉络吧！ Task 2 假定你是李华，你的英国笔友Chris将要参加中文诗歌朗诵比赛(recitation contest)，发邮件向你询问《游子吟》(A Traveler's Song)这首诗歌的含义。请你回复邮件，介绍该诗歌的主要内容、表达的思想感情和写作手法。 注意：1.写作词数应为80左右； 2．可以适当增加细节，以使行文连贯。 　 　 　 　 　 ( 6 )原创精品资源学科网独家享有版权，侵权必究！ 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$