必修第三册 Unit 4 Amazing 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（外研版）

**基本信息** 以“艺术”主题为核心，整合记叙文、说明文等文体及多样题型，系统考查语言理解、文化感知与思维分析的综合训练。 **综合设计** |模块|题量/典例|题型特征|知识逻辑| |----|-----------|----------|----------| |阅读理解A|记叙文（人与社会，351词）|细节理解、推理判断|通过个人艺术经历展现艺术对教育的核心价值，衔接文化意识| |阅读理解B|说明文（人与社会，350词）|主旨归纳、观点推断|探讨AI艺术的生产力与创新性矛盾，培养批判性思维| |阅读七选五|说明文（人与社会，241词）|篇章结构、逻辑衔接|围绕青少年艺术鉴赏培养策略，构建方法指导逻辑| |完形填空|记叙文（人与自我，268词）|语境词义、情感线索|借艺术 camp 经历隐喻成长，强化语言运用与思维品质|

Unit 4　Amazing 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核心价值的理念,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 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.”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 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.”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挣扎才能控制局面。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 a 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,OFA不仅是一个机构,更是一种理念和承诺,强调艺术不是辅助性的,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,主要介绍了一项关于使用人工智能创作艺术作品的研究,表明人工智能能提高艺术家的创作效率和作品受欢迎程度,但也会降低作品的新颖性,揭示了人工智能在艺术创作中的双刃剑作用。 5.A　细节理解题。根据第一段“Using artificial intelligence to create artworks increases artists’ productivity and generates more positive reactions, according to a study involving submissions to a popular art-sharing website by more than 50,000 users. But generative AI works are more likely to display stereotypical (刻板印象的) themes, reducing the novelty of an artist’s work.”(一项涉及 5 万多名用户向一个流行的艺术分享网站提交作品的研究表明,使用人工智能创作艺术作品可以提高艺术家的创作效率,并引发更多积极的反应。但生成式人工智能作品更有可能展示刻板印象的主题,降低了艺术家作品的新颖性。)可知,人工智能创作的艺术作品数量增多(提高了创作效率),但由于展示刻板印象的主题,所以创造性有所降低。故选A。 6.C　推理判断题。根据第二段“The researchers tracked 4 million works published on the website by the artists. The artists self-divided into two groups: those who continued to work using traditional methods—a sort of control group, and those who adopted AI. The latter group, numbering about 5,800, were identified by the use of tags (标签) on their work, such as ‘AI-generated’ or the names of the AI tools. Works posted into AI art communities on the site were also included.”(研究人员追踪了艺术家们在该网站上发布的400万件作品。艺术家们自行分为两组:一组是继续使用传统方法创作的人——这有点像对照组,另一组是采用人工智能创作的人。后一组大约有5800人,通过他们作品上使用的标签来识别,比如“人工智能生成”或人工智能工具的名称。发布在该网站人工智能艺术社区的作品也包括在内。)以及第三段对两组作品在创作效率、受欢迎程度和新颖性等方面的对比可知,这项研究是通过比较有不同人工智能参与度的艺术作品来进行的。故选C。 7.D　推理判断题。根据第四段中的“At first, it felt that you could do anything, bring anything in your head into existence, but the more I used them, the more I kept coming back to themes I liked.”可知,从瓜达穆兹的话中可以推断出,艺术家在使用人工智能工具时可能会重复他们喜欢的主题。故选D。 8.D　主旨大意题。通读全文,尤其是由第一段“Using artificial intelligence to create artworks increases artists’ productivity and generates more positive reactions, according to a study involving submissions to a popular art-sharing website by more than 50,000 users. But generative AI works are more likely to display stereotypical (刻板印象的) themes, reducing the novelty of an artist’s work.”可知,文章既提到了人工智能在艺术创作中能提高创作效率和受欢迎程度的积极作用,也指出了它会降低作品新颖性的消极影响,体现了人工智能在艺术创作中的利和弊,所以D项“人工智能在艺术作品中的双刃剑作用”概括了文章的主题,适合作为文章标题。故选D。 ●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。通过多元化的艺术体验、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、提高情商和拓宽视野。 1.A　下文“It’s more than memorizing facts. It’s also about experiencing art in different ways, which can touch their heart and 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,由此可推理出此处说的是艺术教育的复杂性,A项(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“Youth 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(接触多样的艺术形式是基础。)符合本段主旨,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,本段主要阐述引导讨论和活动来培养好奇心,鼓励青少年提问,G项(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 artistic appreciation. Teach youth 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.”阐述了批判性思维对于提高艺术鉴赏力的作用以及批判性思维的益处,F项(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(每周留出时间让他们的创造力流淌。)符合语境,故选E。 ●Ⅲ 【文章大意】 这是一篇记叙文。文章主要讲述了作者夏天去White Cliff参加为期五天的艺术夏令营,但是因为没有熟人,作者一开始感到不安,不想去。后来在绘画过程中感受到了树木延伸自己的根来成长,于是决定参加夏令营,来延伸自己的“根”。 1.B　根据后文for an enthusiastic painter like me可知,White Cliff的景色让画家难以抗拒。故选B。unbelievable难以置信的;irresistible难以抗拒的;uncontrollable无法控制的;irreplaceable不可替代的。 2.B　根据后文“…of going there alone, I had butterflies in my stomach.”可知,一想到独自去夏令营,作者就会不安,故选B。sight视力;thought想法;request要求;core核心。 3.C　根据上文“Later, I dialed my only friend Emily’s number, only to discover that she would be otherwise…”中only to discover以及后文“I sighed and dropped my head.”可知,作者的朋友当时会在忙,没空理会作者,故选C。rejected被拒绝的;attracted被吸引的;occupied忙碌的;addicted沉迷的。 4.A　根据上文going there alone可知,作者要独自去,没有熟悉的人在夏令营。故选A。familiar熟悉的;gentle温和的;confident自信的;beautiful美丽的。 5.D　根据上文“I had really had a hard time…”以及作者要去的夏令营没有熟人在可知,作者感到沮丧,故选D。delighted高兴的;relieved放心的;shocked震惊的;frustrated沮丧的。 6.D　根据后文“…I had convinced myself…”可知,作者开始说服自己,此处是希望自己更勇敢一点,故选D。cleverer更聪明的;luckier更幸运的;happier更快乐的;braver更勇敢的。 7.A　上文“I had really had a hard time jumping into something without…”提到作者在没有熟人的情况下会感到不安,结合后文“That evening, I filled out the art camp application…”作者终于决定参加可知,作者一开始决定不参加,故选A。skip不参加,不做;attend参加;reserve预约;delay推迟。 8.C　呼应上文“…I went outside to draw the Westons’ towering pine tree.”,此处指作者细心地画出了松树粗壮的树干,故选C。write写;watch观看;draw绘画;cut切,割。 9.C　根据上文“Once lost in my sketching…”可知,作者专注绘画,几乎没有注意到苍蝇。故选C。desperately绝望地;narrowly勉强地;barely几乎不;suddenly突然。 10.D　后文soar even higher以及“I noticed the knobby bumps(疙瘩状突起) of roots…”提到树能吸收足够的水分,长得更高,以及树根突出了地面,都体现了树的力量。故选D。magic魔法;function功能;mystery奥秘;strength力量。 11.C　根据上文“…spread out the roots near the surface, the tree could…”以及后文sufficient water可知,树根伸到接近地表的地方,是为了吸收足够的水分来长大。故选C。supply供应;fetch取来;absorb吸收;contain包含。 12.A　根据后文out of the ground all around the tree可知,此处指树根突出了地面,应用stick out of。故选A。stick伸出,卡住;hide隐藏;dig挖掘;lift举起。 13.B　根据上文“If you spread out the roots near the surface…”以及下文a tree’s roots stretched outward可知,此处指树根延伸很远。故选B。well好地;far远地;deep深地;long长久地。 14.A　根据上文“If you spread out the roots near the surface…”以及a tree’s roots stretched outward可知,和树一样,要长得更大,就需要向外延伸自己。故选A。reach out扩展,伸出;grow up长大;wise up变得知情;turn out结果是。 15.B　呼应上文a tree’s roots stretched outward,此处指作者把申请艺术营比喻成把自己的树根延伸到新的土地上,故选B。life生活;root根;camp营地;interest兴趣。 学科网（北京）股份有限公司 $ Unit 4　Amazing art (限时:35分钟) ●Ⅰ 阅读理解 A [2025·山东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 a 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·广东惠州高三一模] 文体:说明文　主题:人与社会　词数:350 Using artificial intelligence to create artworks increases artists’ productivity and generates more positive reactions, according to a study involving submissions to a popular art-sharing website by more than 50,000 users. But generative AI works are more likely to display stereotypical (刻板印象的) themes, reducing the novelty of an artist’s work. The researchers tracked 4 million works published on the website by the artists. The artists self-divided into two groups: those who continued to work using traditional methods—a sort of control group, and those who adopted AI. The latter group, numbering about 5,800, were identified by the use of tags (标签) on their work, such as “AI-generated” or the names of the AI tools. Works posted into AI art communities on the site were also included. Artists who adopted AI tools saw their productivity measured by the number of works posted increase by 25 percent over the study period. They also saw a 50 percent rise in the number of “favourites” their work received over six months. But novelty, measured by the subject matter and specific details of the work, decreased for the AI-using group. “The study completely tracks with my own experience with these tools and spaces,” says Andres Guadamuz at the University of Sussex, UK. “At first, it felt that you could do anything, bring anything in your head into existence, but the more I used them, the more I kept coming back to themes I liked.” Guadamuz points out that he isn’t judging the quality of the images produced by generative AI nor their originality, nor the creativity involved in the process. All these things are often hotly contested, with some artists saying that generative AI is using their works as training data and limiting their ability to be recognized as creatives. Zhou at Boston University is also considering these questions. He says, “The generative technology accelerates the ability to produce. But it raises other issues: Are we foregoing the process of understanding what goes into being creative and producing something meaningful, in favour of just being able to brute force our way with technology?” (　)5.What do we know about the artworks created by AI according to Paragraph 1? A.They are abundant but less creative. B.They are generative but less popular. C.They balance popularity with artistic depth. D.They attract viewers with the trendy subjects. (　)6.How was the study conducted? A.By surveying artists’ opinions on AI tools using. B.By analysing suggestions on generative AI works. C.By comparing artworks with different AI involvement. D.By observing the process of AI-assisted artistic creation. (　)7.What can be inferred from Guadamuz’s statement? A.AI tools help artists explore new creative styles. B.AI users receive more recognition for their creativity. C.Artists believe AI improves the quality of their artworks. D.Artists may repeat themes they like when using AI tools. (　)8.What is the best title for the text? A.The unstoppable rise of AI artworks B.The breakthrough of AI in artistic creation　 C.The role of AI in artistic productivity D.The double-edged sword of AI in artworks　 ●Ⅱ 阅读七选五 [2025·河南豫北六校高三联考] 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.　　　　 Youth 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 appreciation of 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 youth 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 youth to ask questions about what they see, hear, and feel. ●Ⅲ 完形填空 [2025·福建福州格致中学高三模拟] 文体:记叙文　主题:人与自我　词数:268 I whispered to myself, “A five-day art camp at White Cliff this summer.” White Cliff was really 　1　 for an enthusiastic painter like me. But at the 　2　 of going there alone, I had butterflies in my stomach. Later, I dialed my only friend Emily’s number, only to discover that she would be otherwise 　3　. I sighed and dropped my head. I had really had a hard time jumping into something without 　4　 faces around. 　5　, I went outside to draw the Westons’ towering pine tree. Sitting on the stairs, I thought about the art camp and wished to feel a little 　6　. But by the time I started sketching, I had convinced myself that 　7　 the camp was my content decision.  I carefully 　8　 the pine’s strong trunk, straight and solid, and added the graceful branches. Once lost in my sketching, I 　9　 noticed the fly buzzing around me. Hence, I jumped when Mr Weston suddenly remarked, “You’ve captured the essence of the tree’s 　10　 beautifully on paper.” “Thanks,” I smiled, glancing up. “If you spread out the roots near the surface, the tree could 　11　 sufficient water and soar even higher.” I noticed the knobby bumps (疙瘩状突起) of roots 　12　 out of the ground all around the tree. I’d never realized how 　13　 a tree’s roots stretched outward. It struck me that if I wanted to grow, I had to start 　14　 too.  That evening, I filled out the art camp application, ready to stretch my 　15　 out into new earth. I thought I am the pine.  (　)1.A.unbelievable　　　B.irresistible C.uncontrollable D.irreplaceable (　)2.A.sight B.thought C.request D.core (　)3.A.rejected B.attracted C.occupied D.addicted (　)4.A.familiar B.gentle C.confident D.beautiful (　)5.A.Delighted B.Relieved C.Shocked D.Frustrated (　)6.A.cleverer B.luckier C.happier D.braver (　)7.A.skipping B.attending C.reserving D.delaying (　)8.A.wrote B.watched C.drew D.cut (　)9.A.desperately B.narrowly C.barely D.suddenly (　)10.A.magic B.function C.mystery D.strength (　)11.A.supply B.fetch C.absorb D.contain (　)12.A.sticking B.hiding C.digging D.lifting (　)13.A.well B.far C.deep D.long (　)14.A.reaching out B.growing up C.wising up D.turning out (　)15.A.life B.roots C.camp D.interests 学科网（北京）股份有限公司 $