选择性必修第三册 Unit 1 ART（word练习）-【高考快车道】2027年高考英语大一轮总复习课时作业（人教版）

**基本信息** 围绕“ART”主题，整合记叙文、说明文等文体，覆盖阅读理解、七选五、完形填空题型，聚焦语言理解与思维分析，强化一轮复习基础巩固。 **专项设计** |模块|题量/典例|题型特征|知识逻辑| |----|-----------|----------|----------| |阅读理解|2篇8题（记叙文+说明文）|细节理解、推理判断、主旨大意|以“人与社会”为核心，串联艺术教育价值（哈佛OFA案例）、传统与创新（日本稻田艺术）主题，构建“艺术体验—社会影响”认知链条| |阅读七选五|1篇5题（说明文）|段落衔接与逻辑连贯|围绕“青少年艺术鉴赏培养”，按“重要性—多元接触—深度探究—批判性思维—实践创作”逻辑展开，强化语篇结构分析能力| |完形填空|1篇15题（记叙文）|语境词汇与情感线索|通过“贫困生艺术成长”故事，融合情感态度（感恩）与词汇运用（如symbol/sowed），体现“人与自我”主题下的语言与思维协同发展|

选择性必修第三册 Unit 1　ART ●ⅠA 【文章大意】 本文是一篇记叙文,讲述了哈佛学生Tiffany Onyeiwu通过陶瓷艺术重拾创作热情的经历,以及哈佛艺术办公室(OFA)在50周年庆典中强调艺术教育的重要性,展现了艺术对个人成长与学术环境的重要影响。 1.B　细节理解题。根据第一段“Although she had a deep love…contribute to her college applications.”可知,虽然Onyeiwu在高中时期有艺术热情,但她更重视学业表现,认为成绩有助于她申请大学。故选B。 2.D　推理判断题。根据第二段“Slip (泥浆) splattered everywhere, coating my arms and hands. But gradually, I found…turned in a continuous, appealing motion.”可知,一开始场面很混乱,但最终她控制了局面并享受了创作过程。由此推断,创造力通常需要经历初期的艰难摸索之后才能得心应手。故选D。 3.D　推理判断题。根据文章倒数第二段“‘The OFA is an idea and a promise,’ said Fiona Coffey, director of the OFA.‘It stands as a declaration that the arts are not supplementary, but vital to Harvard education. It proves that knowledge and learning are developed not only in traditional academic classrooms but also in art studios, music rehearsal rooms, and on stages.”可知,在Coffey看来,艺术不是辅助性的,而是哈佛教育中不可或缺的一部分。故选D。 4.C　推理判断题。根据最后一段“‘Art has a unique way of opening doors for all of us,’ Garber said. ‘Once that door is open, it tends to widen, enabling us to embrace a broader range of creative expressions and diverse artists. Each encounter with art transforms how we see and appreciate the world—and how we see and appreciate one another.’”可知,Garber提到,艺术以独特的方式为人们打开大门,一旦这扇门打开,它就会拓宽,让人们拥抱更多的创意表达和多样化的艺术家。这表明艺术能够扩展一个人的视野和鉴赏力。故选C。 B 【文章大意】 本文是一篇说明文,主要讲述了稻田艺术的创作原理、起源与发展、创作过程、社会价值和影响。 5.A　细节理解题。根据第二段“The secret lies in the rice…green to purple or gold—to bring an artwork to life.”可知,不同品种的稻苗在生长过程中会逐渐呈现不同颜色,这些色彩区块和线条共同构成了生动的图案。故选A项。 6.D　推理判断题。根据第四段“Creating such art is no simple task.…demand constant care—weeding, watering, and protecting the crops.”可知,创作稻田艺术需要艺术家绘制详细蓝图,农民和志愿者并肩工作,按计划精心种植,且需数月持续照料。这体现了其 “基于合作” 的特点。故选D项。 7.A　词义猜测题。画线词组前一句“While Inakadate remains the birthplace of rice paddy art, it now extends widely across Japan.”讲述了虽然Inakadate仍是稻田艺术的发源地,但如今这种艺术形式已广泛传播至日本各地。再根据画线词组所在句“The practice is also becoming all the rage in other countries.”中的also可知,此处是说稻田艺术也开始在其他国家流行起来。故画线词组意思是“逐渐流行”。故选A项。 8.B　主旨大意题。通读全文可知,文章围绕 “稻田艺术” 展开,讲述了稻苗呈现色彩、形成艺术图案的过程,它是传统与创新结合的实践。选项 B “当稻米与艺术共生” 准确概括了核心——稻米种植与艺术创作的融合。故选B项。 ●Ⅱ【文章大意】 本文是一篇说明文,探讨了培养青少年艺术鉴赏能力的重要性及方法。我们可以通过多元化的艺术体验来激发好奇心、鼓励批判性思维和创作实践,帮助青少年提升创造力、共情能力和开阔视野。 1.A　下文“It’s more than memorizing facts. It’s also about…stimulate their creativity.”指出艺术教育关乎以不同方式体验艺术,而这种体验能够触动他们的心灵并激发他们的创造力。此处说的是艺术教育的复杂性,A项“It’s a multidimensional effort.”(这是一个多维度的努力。)表达的含义符合语境。故选A。 2.C　下文“Youths should be introduced to a wide range of arts, including painting, music, theatre, dance, and film.”指出青少年要接触包括绘画、音乐、戏剧、舞蹈和电影在内的广泛的艺术形式。C项“Exposure to diverse art forms is fundamental.”(接触多样的艺术形式是基础。)符合本段主旨,能够引领下文。故选C。 3.G　根据上文“Besides, nurturing (培养) curiosity through guided discussions and activities is essential.”以及下文“Why does the artist choose certain colours?”可知,本段主要阐述通过有引导的讨论和活动来培养好奇心,鼓励青少年提问,G项“Encourage youths to ask questions about what they see, hear, and feel.”(鼓励青少年对所见、所听、所感提出问题。)符合语境。故选G。 4.F　上文“Moreover, encouraging critical thinking also helps boost…personal opinions.”阐述了鼓励批判性思维对于提高艺术鉴赏力的作用。F项“It also teaches them to respect diverse artistic interpretations.”(它还教会他们尊重多样化的艺术解读。)承接上文,补充了批判性思维的另一益处。故选F。 5.E　根据“…encourage them to create their own artistic works.”及下文“Don’t worry about being perfect; the goal is to express and have fun.”可知,本段主要阐述要鼓励青少年创作自己的艺术作品,让他们表达和享受乐趣。E项“Set aside some time each week to let their creativity flow.”(每周留出时间让他们的创造力流动起来。)符合语境。故选E。 ●Ⅲ【文章大意】 本文是一篇记叙文,讲述了作者小时候在贫困环境中对艺术的热爱,以及一次意外的礼物激发并持续影响了作者对艺术的热情。 1.A　根据后文“I made the design with random pencils and crayons in the classroom…”可知,此处指作者赢得了设计年鉴封面的比赛。故选A。 design设计; judge判断;introduce介绍; discover发现。 2.B　根据后文“…as ‘that one art kid’ in my class.”可知,此处应是确保了“唯一的艺术孩子”的地位之意。故选B。 future未来;place位置; privacy隐私;safety安全。 3.D　根据后文“…because there would always be doodles (涂鸦) in my notes.”可知,老师注意到作者真的很喜欢画画。故选D。 suddenly突然;gradually逐渐; barely几乎不; really真正地。 4.B　根据前文“…as ‘that one art kid’ in my class.”可知,作者擅长绘画,所以每个人都想和作者配对完成任何需要画画的作业。故选B。 debate辩论; pair配对;negotiate谈判; compare比较。 5.C　根据前文“Everyone wanted to…with me in any assignment requiring…”可知,因为作者擅长绘画,所以当做任何需要画画的作业时,每个人都想和作者配对。故选C。speak说话;write写作; draw绘画;read阅读。 6.A　根据后文“…What could I possibly have done wrong?”可知,作者觉得自己可能做错了什么,因此充满了担忧。故选A。worry担忧; disappointment失望;anger愤怒; sympathy同情。 7.C　根据前文“The counsellor told me it was for me…”可知,盒子是送给作者的,所以辅导员应是鼓励作者打开它。故选C。direct指导; force强迫;encourage鼓励;order命令。 8.B　根据后文coloured pencils, pens, etc可知,盒子里的是美术用品。art supplies意为“美术用品”。故选B。 commercial广告; supplies供应品; painting绘画;brochure手册。 9.D　根据后文and crying可知,作者感情失控,大哭起来。故选D。show up出现;hang out闲逛;pull through渡过难关; break down感情失控。 10.D　根据前文“I asked who got it for me and the counsellor told me ‘Mr Good’. I insisted on knowing who it was…”可知,作者想知道谁送的,应是为了感谢。故选D。 accept接受;support支持;recognise认出; thank感谢。 11.B　根据后文Most Artistic Person可知,作者被称赞为“最具艺术天赋的人”,这是一份荣誉。故选B。assignment任务; honour荣誉; reward奖励; anticipation预期。 12.C　根据后文“Those supplies were not just tools for drawing—they were a(n)…of hope and belief in me.”可知,作者对收到这份礼物非常感激,所以每次想到就泪眼蒙胧。故选C。sharp-eared耳尖的;clear-headed头脑清醒的; misty-eyed泪眼蒙胧的;tight-lipped守口如瓶的。 13.D　根据后文of hope and belief并结合选项可知,应是“希望和信念的象征”之意。故选D。 track轨道; summary总结;absence缺席; symbol象征。 14.A　根据后文a seed可知,此处指简单的善举播下了一颗种子。故选A。 sow播种; lend借出; move移动; wrap包裹。 15.A　根据前文“Those gifts helped me create art for years to come and I graduated with the… —Most Artistic Person.”可知,这些礼物帮助作者在毕业时获得“最具艺术天赋的人”的荣誉,让作者对艺术产生了终生的热情。故选A。 enthusiasm热情; demand需求; memory记忆; respect尊重。 学科网（北京）股份有限公司 $ 选择性必修第三册 Unit 1　ART (限时:35分钟) 　　　　　　　 　　　　　　　　　　 ●Ⅰ 阅读理解 A [2025·山东省齐鲁名校教研共同体高三联考] 文体:记叙文　主题:人与社会　词数:351 As a freshman, Tiffany Onyeiwu was excited to learn about the ceramics (陶艺) studio in the Quincy House. Although she had a deep love for art during high school, Onyeiwu had to put aside her artistic pursuits to focus on academic courses, believing they would contribute to her college applications. After entering the university, the prospect of reconnecting with her creative side proved irresistible. “When I first placed my hands on the clay at the potter’s wheel, chaos erupted,” Onyeiwu recounted to an audience at Sanders Theatre. “Slip (泥浆) splattered everywhere, coating my arms and hands. But gradually, I found my rhythm and regained control. In that moment, I danced with the clay—guiding it, yet recognizing its energy, as it spun and turned in a continuous, appealing motion.” Now a joint concentrator in Art, Film & Visual Studies and Social Anthropology, Onyeiwu has spent countless hours refining her skills in the Ceramics Programme through the Office for the Arts (OFA). Her journey is just one of many shared during the OFA’s 50th anniversary celebration this month. Students, administrators, and alumni alike took the stage to share how the arts had shaped their experiences at Harvard. “The OFA is an idea and a promise,” said Fiona Coffey, director of the OFA.“It stands as a declaration that the arts are not supplementary, but vital to Harvard education. It proves that knowledge and learning are developed not only in traditional academic classrooms but also in art studios, music rehearsal rooms, and on stages.” President Alan Garber spoke about how his childhood interest in photography expanded to a love for films after he got a job working at a movie theatre in high school while saving up to buy a camera. “Art has a unique way of opening doors for all of us,” Garber said. “Once that door is open, it tends to widen, enabling us to embrace a broader range of creative expressions and diverse artists. Each encounter with art transforms how we see and appreciate the world—and how we see and appreciate one another.” (　)1.What was Onyeiwu’s life in high school like? A.She had no access to art facilities. B.She prioritized academic achievements. C.She lacked interest in dynamic activities. D.She went through ups and downs in artistic pursuits. (　)2.What can be inferred from Onyeiwu’s experience with clay? A.Ceramics is an art form easy to master. B.She was good at handling clay from the start. C.The clay-making process acts as a source of energy. D.Creativity often involves an initial struggle before getting control. (　)3.What does Coffey say about the OFA? A.It values performances over academic learning. B.It focuses on supporting traditional academic disciplines. C.It aims to combine traditional classrooms with art studios. D.It emphasizes the importance of arts as a core part of education. (　)4.What does Garber’s story about photography illustrate? A.Art can change a person’s career path. B.Photography is the foundation for an interest in art. C.Art is capable of expanding one’s perspective and appreciation. D.High school jobs are crucial for discovering one’s artistic potential. B [2025·广东省深圳市高三二模] 文体:说明文　主题:人与社会　词数:353 In the heartland of Japan, where endless green rice fields paint the landscape like a living blanket, a remarkable form of artistry has emerged—rice paddy art, a practice that transforms ordinary farmland into colourful artworks. While children and adults alike are delighted by the surprisingly complex images, one might wonder: What makes the art a reality? The secret lies in the rice shoots (秧苗). As the plants of different varieties grow, each type progressively turns a different colour ranging from shades of green to purple or gold—to bring an artwork to life. These colourful blocks and lines in fields form vivid designs: towering mountains, lovely animals, and even famous characters from movies and cartoons, which are easily recognizable from high places. The tradition of the paddy art can trace back to just three decades ago in Inakadate, a small Japanese village where rice has been grown for over 2,000 years. The locals got the idea from the sight of children’s multi-coloured paintings of rice paddies, then transformed the concept and experimented with it in rice planting. Their efforts paid off. The paddy fields became tourist attractions, greatly boosting the local economy. Creating such art is no simple task. It begins with thorough planning: artists draft detailed blueprints, mapping out exactly the location for each rice variety. Farmers and volunteers then work side by side, carefully planting rice shoots in accordance with the plan. Over months, the fields demand constant care—weeding, watering, and protecting the crops. While Inakadate remains the birthplace of rice paddy art, it now extends widely across Japan. The practice is also becoming all the rage in other countries. In Thailand, one man even arranged for a custom piece of art that spelt out a message asking his girlfriend to marry him.  Beyond serving as a striking visual display, the paddy art symbolizes harmony between tradition and innovation. It invites families to experience the beauty of farming, supports rural communities through tourism, and proves that even the ancient practice can adapt to modern creativity— while keeping nature at its core. (　)5.What is special about the rice shoots? A.Their colours vary with growth. B.They grow better at high places. C.They are created by famous artists. D.Their designs are meant for movies. (　)6.What can we infer about creating the paddy art from Paragraph 4? A.It is cost-effective. B.It is time-saving. C.It is weather-dependent. D.It is cooperation-based. (　)7.What does the underlined phrase “becoming all the rage” in Paragraph 5 mean? A.Gaining popularity. B.Making profits. C.Celebrating traditions. D.Boosting confidence. (　)8.Which can be a suitable title for the text? A.More harmonious, more artistic B.When rice grows with artistry C.How tourism affects rice growing D.Modern tech, modern farming ●Ⅱ 阅读七选五 [2025·河南省豫北六校高三5月联考] 文体:说明文　主题:人与社会　词数:241 Developing artistic appreciation in teenagers is crucial for developing creativity, enhancing emotional intelligence, and broadening their perspectives. 1.　　　　 It’s more than memorizing facts. It’s also about experiencing art in different ways, which can touch their heart and stimulate their creativity. Below are some approaches to achieving this.  2.　　　　 Youths should be introduced to a wide range of arts, including painting, music, theatre, dance, and film. Museums, galleries, and performances provide excellent platforms for wonderful experiences. Regular visits to such places expose them to different styles, periods, and cultures, enhancing an appreciation for human creativity.  Besides, nurturing (培养) curiosity through guided discussions and activities is essential. 3.　　　　 Why does the artist choose certain colours? What emotions does the music convey? These inquiries stimulate deeper engagement and understanding, nurturing a thoughtful approach to art.  Moreover, encouraging critical thinking also helps boost artistic appreciation. Teach youths to evaluate artworks based on technique, expression, and cultural context. Discussing their differences and comparing them with others develop empathy (共情) and open-mindedness. This skill is vital for forming personal opinions. 4.　　　  Lastly, encourage them to create their own artistic works. Don’t forget that artistic literacy also means creating their own art. 5.　　　　 Don’t worry about being perfect; the goal is to express and have fun. Give them a notebook where they can document their creations and reflect on their artistic journey. Over time, you’ll see how their skills and styles develop.  A.It’s a multidimensional effort. B.It will take you on a journey through time. C.Exposure to diverse art forms is fundamental. D.They can find their differences through this way. E.Set aside some time each week to let their creativity flow. F.It also teaches them to respect diverse artistic interpretations. G.Encourage youths to ask questions about what they see, hear, and feel. ●Ⅲ 完形填空 [2025·湖北省多市高三三模] 文体:记叙文　主题:人与自我　词数:263 I grew up in poverty, and that was pretty obvious to all my teachers. In 8th grade, I won a contest for 　1　 the yearbook cover, securing my 　2　 as “that one art kid” in my class. I made the design with random pencils and crayons in the classroom, because I didn’t have any of my own.   My teachers noticed I 　3　 enjoyed making art, because there would always be doodles (涂鸦) in my notes. Everyone wanted to 　4　 with me in any assignment requiring 　5　.   Well, the day before New Year break I was told to meet with the guidance counsellor (辅导员). My mind raced with 　6　, thinking, “What could I possibly have done wrong?” But when I got there, there was a huge wrapped box on the table. The counsellor told me it was for me and 　7　 me to open it. It was full of art 　8　: coloured pencils, pens, etc.   I remember 　9　 and crying. I asked who got it for me and the counsellor told me “Mr Good”. I insisted on knowing who it was so I could 　10　 them. She refused to tell me. Those gifts helped me create art for years to come and I graduated with the 　11　—Most Artistic Person.   I get all 　12　 thinking about this every now and then. Those supplies were not just tools for drawing—they were a(n) 　13　 of hope and belief in me. That simple act of kindness 　14　 a seed that has grown into a lifelong 　15　 for art.  (　)1.A.designing 　　　B.judging C.introducing D.discovering (　)2.A.future B.place C.privacy D.safety (　)3.A.suddenly B.gradually C.barely D.really (　)4.A.debate B.pair C.negotiate D.compare (　)5.A.speaking B.writing C.drawing D.reading (　)6.A.worry B.disappointment C.anger D.sympathy (　)7.A.directed B.forced C.encouraged D.ordered (　)8.A.commercials B.supplies C.paintings D.brochures (　)9.A.showing up B.hanging out C.pulling through D.breaking down (　)10.A.accept B.support C.recognise D.thank (　)11.A.assignment B.honour C.reward D.anticipation (　)12.A.sharp-eared B.clear-headed C.misty-eyed D.tight-lipped (　)13.A.track B.summary C.absence D.symbol (　)14.A.sowed B.lent C.moved D.wrapped (　)15.A.enthusiasm B.demand C.memory D.respect 学科网（北京）股份有限公司 $