高中Unit 5 Poems课后作业题

这是一份高中Unit 5 Poems课后作业题，共8页。

Ⅰ. 单词拼写
1. David enjyed being with the authr because he needed t share s （悲伤）with the authr.
2. It was Chaucer wh really turned English int a l （文学的） language.
3. T make the pem r （押韵） he chse the first wrd that came int his head.
4. T learn mre abut Chinese culture，Jack has decided t take Chinese f （民间的） music as his secnd curse.
5. Jenny lves wearing her d （钻石）necklace， even with jeans and a white T-shirt.
6. What surprised me was that they were able t r （背诵） the whle pem frm memry.
7. N prfessinals may participate in the a （业余的） tennis turnament.
8. He explained the f （总体安排）f the prgramme and what he had in mind.
Ⅱ. 用所给短语的适当形式填空
1. The fact that Great Britain three cuntries is still unknwn t many peple.
2. It is said that abut 20% f 25-34-year-lds live with their parents， 16% in 1991.
3. Peple like his writing because it is elegant，rdered，finished，and .
4. Only if yu put the sun there did the mvements f the ther planets in the sky .
5. This bk is reprted t have been several languages.
6. Tang pems have been translated int freign languages and they freign readers.
7. My sister lves the sng ，because my mther used t sing it t her.
8. Matter can cnsciusness and cnsciusness int matter.
Ⅲ. 单句语法填空
1. （cmpare） ntes with yur classmates frequently is a gd way t imprve yur study.
2. At the news f the king’s passing away，the whle cuntry was deep srrw.
3. There are s many new wrds in the passage that I can hardly make sense them at all.
4. The little by gave a beautiful （recite） f sme pems by Blake.
5. The area des nt cnsist entirely rich peple，despite ppular belief.
6. The manager was a bad md and was shuting at everyne.
7. The errr and warning messages are shwn in red and yellw （respective）.
8. It is true that anything is pssible fr wh hang n t hpe.
Ⅳ. 句式升级
1. I think the reasn why yu are always angry may be the high pressure f study. （升级为“介词+关系代词”引导的定语从句）
I think may be the high pressure f study.
2. Yu shuldn’t lse heart in any sense；keep trying and yu will make it sner r later. （升级为倒装句）
heart；keep trying and yu will make it sner r later.
3. When it is cmpared with the size f the whle earth，the biggest cean des nt seem big at all. （升级为省略句）
， the biggest cean des nt seem big at all.
4. As spring is appraching，it is getting warmer and warmer. （升级为“with+宾语+宾语补足语”）
，it is getting warmer and warmer.
5. It is said that M Yan’s bks have been translated int several freign languages. （升级为动词不定式完成时的被动语态）
M Yan’s bks several freign languages.
能力提升练
= 5 \* ROMAN V.语法填空
The reasns why peple write pems are different and pets use many different frms 1. （express） themselves.
Sme f the first pems a yung child learns in English are nursery rhymes，2. language has a strng rhythm. The pems are easy 3. （learn） and they always make small children 4.
（delight）.
One f the 5. （simple） kinds f pem is the“list pem”，which has a flexible line length and repeated 6. （phrase）which give bth a pattern and a rhythm t the pem.
Anther simple frm f pem is the cinquain， which 7. （make） up f five lines. This kind f pem can cnvey a strng picture in just a few 8. （wrd）.
The Japanese haiku cnsists f 17 syllables and is very ppular 9. English writers because it is easy t write.
English speakers like Tang pems frm China 10. particular and a lt f them have been translated int English.
VI.阅读理解
A
I am in seventh-grade language arts class in an ld red-brick junir high schl building. The afternn sun streams thrugh high windws that face the playgrund. It is the day I remember hearing this phrase fr the first time：“the little/lame ballnman.”
It’s frm“in Just-”，the E. E. Cummings pem we are reading. Mr. Katz is trying t lsen up ur adlescent imaginatins t the pint where we might appreciate figurative language. There are phrases like“the wrld is mud-/luscius”，and then“puddle-wnderful”. Smething begins t grw in me as a reader：the mixture f descriptive wrds and wrds expressing actin.
Wrds wuld be and d what they describe! I’d like t think Mr. Katz was cnspiring with the pem，sun，spring and kid energy，nt just a lessn plan. Frm then n，I was a new reader and writer. When I lked back n that pem as a starting line，I heard the call t petry.
I wuld see“in Just-”in nearly every pem in my language arts life. It was in my very ld“A Pcket Bk f Mdern Verse”，edited by Oscar Williams and in“An Apprach t Petry”，by X. J. Kennedy. I began t understand that a pet is describing the wrld，experience，r cncepts in a way that antidtes dullness，cmmnness，and indifference.“Petry prvides the ne permissible way f saying ne thing and meaning anther，” Rbert Frst explained.
Reading pems became a daily practice. I cllect my wn favrite expressins f life’s jys and sufferings. I’m fnd f Billy Cllins’ view： “The histry f petry is the nly surviving histry we have f human emtin. It is the histry f the human heart. There is n ther ne.”
The special pems always lead me back t my memry f a sunny classrm，in junir high schl when Mr. Katz carefully brught us int a new field—a mment that gt me ut f middle schl mundanity. Even the dance n Friday and my drum lessn n Wednesday afternn paled in cmparisn. I was addicted t petry.
1. What is Mr. Katz trying t d in his class?
A. Fire up students’ interest in petry.B. Finish his lessn plan n time.
C. Teach students t write pems.D. Use great wrds t express himself.
2. What des Rbert Frst think f petry?
A. It makes the theme bvius.B. It talks abut practical cncepts.
C. It carries underlying meaning.D. It allws dullness and cmmnness.
3. Hw did the authr find his/her middle schl?
A. The dance n Friday was quite bring.B. The language arts lessn was incmparable.
C. The schl life remained generally the same.D. The drum lessn n Wednesday was a piece f cake.
4. What’s the best title f the article?
A. My junir schl lifeB. Mr. Katz’s language arts lessns
C. My language arts lifeD. My lve f petry
B
N pem shuld ever be discussed r “analyzed”，until it has been read alud by smene，a teacher r a student. Better still， perhaps，is the practice f reading it twice，nce at the beginning f the discussin and nce at the end，s the sund f the pem is the last thing ne hears f it.
All discussins f petry are，in fact，pre- paratins fr reading it alud，and the reading f the pem is，eventually，the mst cncrete “interpretatin（解释）”f it，suggesting tne， rhymes，and meaning all at nce. Hearing a pet read the wrk in his r her wn vice，n recrds r n films，is bviusly a special reward. But even thse aids t teaching cannt replace the student and the teacher reading it r，best f all，reciting it.
I have cme t think，in fact，that time spent reading a pem alud is much mre imprtant than“analyzing”it and“exchanging f views”， if there isn’t time fr bth. I think ne f ur gals as teachers f English is t have students lve petry and take it easy when we are reading a pem. Petry is“a criticism f life”，and“a heightening（提升） f life”. It is“a mst apprpriate apprach t the truth f feeling”，and it“can transfrm yur life”. It als deserves a place in the teaching f language and literature （文学） mre central than it presently ccupies.
I am nt saying that every English teacher must try ut petry teaching. Thse wh dn’t like it shuld nt be frced t cnvey that negative feeling t anyne else. But thse wh d teach petry must keep in mind a few things abut its essential nature，abut its sund as well as its sense，and they must make rm in the classrm fr hearing petry as well as thinking abut it.
5. What shuld ne d t have a better understan-ding f a pem?
A. Discuss it with thers. B. Analyze it by neself.
C. Cpy it dwn in a ntebk. D. Practice reading it alud.
6. What is ne f the purpses f teaching English?
A. T get students t understand life.B. T get students t enjy petry.
C. T get students t becme teachers.D. T get students t becme pets.
7. What des the last sentence in the third paragraph imply?
A. Mre stress shuld be laid n the teaching f petry.
B. Petry is mre imprtant than any ther literature genre.
C. One cannt enjy life fully withut a gd understanding f petry.
D. Petry is the fundatin f all language and literature curses.
8. What des the underlined phrase“make rm” （last paragraph）mean?
A. Build a bth.B. Prvide equipment.
C. Leave a certain amunt f time.D. Set aside enugh space.
VII.完形填空
Girgi is making vides n the TikTk platfrm during the pandemic. Little did he knw where they wuld lead，but surely they brught a tuch f 1 t the fight against the suffering days.
In January，Girgi wuld 2 hear muffled（低沉的） meldies thrugh the wall；it 3 that his neighbr was playing the pian. Girgi began 4 vides where his neighbr’s talents culd be heard.
In February，he psted a vide saying he left a（n） 5 t his neighbr asking if the 6 persn culd play the famus meldy My Heart Will G On. The neighbr’s answer was 7 when the piece came frm the ther side. S began a 8 . In anther nte，Girgi 9 that they play The River Flws In Yu as a du（二重奏）. The Italian was at first a little 10 when he started，but he felt happy the mment he heard the music cming frm the ther side.
The tw went n t play many mre dus but Girgi stayed curius abut his unknwn neighbr. Finally，they 11 . It was Emil and he was 78 years ld. 12 frm Pland，Emil’s wife had just passed away and he was staying alne in a temprary accmmdatin. The nly 13 left t Emil was his pian.
But，n March 14，the sad news f Emil’s death 14 Girgi.“Dear Emil，”he wrte 15 his neighbr.“Yu’ll be in my heart frever.”
1. A. braveryB. psitivityC. hnestyD. security
2. A. frequentlyB. excitedlyC. quietlyD. ccasinally
3. A. happenedB. seemedC. turned utD. went ut
4. A. sellingB. sharingC. purchasingD. advertising
5. A. nteB. letterC. invitatinD. request
6. A. happyB. emtinalC. prfessinalD. mysterius
7. A. vagueB. timelyC. self-evidentD. negative
8. A. legendB. friendshipC. cncertD. jurney
9. A. suggestedB. wishedC. rderedD. decided
10. A. inncentB. seriusC. nervusD. scared
11. A. departedB. reunitedC. respndedD. met
12. A. EspeciallyB. OriginallyC. RughlyD. Similarly
13. A. affectinB. hpeC. bndD. cmfrt
14. A. reachedB. trubledC. hrrifiedD. cluded
15. A. in return frB. in place fC. in memry fD. in respnse t

课时把关练
Part I Reading and Thinking
参考答案
Ⅰ. 1. srrw 2. literary 3. rhyme 4. flk 5. diamnd 6. recite 7. amateur 8. frmat
Ⅱ. 1. is made up f 2. cmpared with 3. t the pint 4. make sense 5. translated int 6. are ppular with
7. in particular 8. be transfrmed int
Ⅲ. 1. Cmparing 句意：经常和同学交换意见是提高学习水平的好方法。所填的词作主语，所以用动词-ing形式。
2. in 句意：听到国王去世的消息，整个国家都深感悲痛。in deep srrw陷入悲痛中。
3. f 句意：这篇文章有那么多生词，我根本不理解它们的意思。make sense f弄明白。
4. recitatin 句意：这个小男孩优美地背诵了布莱克的几首诗。所填的词作宾语，所以用名词形式。
5. f 句意：这个地区并非全是富人，尽管大家普遍如此认为。
6. in 句意：经理情绪不好，对每个人都大声喊叫。in a bad md情绪不好。
7. respectively 句意：错误和警告信息分别显示为红色和黄色。所填的词修饰动词shw，所以用副词形式。
8. thse 句意：这是真的，对于那些坚持希望的人来说任何事情都是可能的。此处表示“那些人”，所以用thse作先行词。
Ⅳ. 1. the reasn fr which yu are always angry 引导定语从句的关系副词why相当于“fr + which”。
2. In n sense shuld yu lse in n sense位于句首时，句子要用部分倒装语序。
3. When cmpared with the size f the whle earth 主句的主语和从句的主语一致，且从句中含有be，所以省略了从句的主语和be。
4. With spring appraching spring和apprach之间为主动关系，所以用动词-ing形式作宾语补足语。as引导时间状语从句时，往往可以与with复合结构互换，如as time went/ges by=with time ging by“随着时间的流逝”。
5. are said t have been translated int 此处表示发生在谓语动词之前的被动动作，所以用动词不定式完成时的被动语态。
= 5 \* ROMAN V. 【语篇解读】本文主要介绍了诗歌的形式。
1. t express 此处为use sth. t d sth.结构，意为“使用……来做……”，所以填t express。
2. whse 关系词在非限制性定语从句中作定语，所以用whse。
3. t learn 句意：这些诗很容易学习。be +adj. + t d可视为固定搭配。
4. delighted 所填的词表示人的心理感受，所以用delighted。
5. simplest 根据前面的ne f the可知，此处用形容词的最高级形式。
6. phrases phrase是可数名词，前面没有单数修饰语，所以用复数形式。
7. is made be made up f由……组成。
8. wrds in just a few wrds用寥寥数语。wrd为可数名词，此处用复数形式。
9. with be ppular with受……的欢迎。
10. in in particular尤其；特别。
VI. 【语篇解读】这是一篇记叙文。文章中作者回忆起自己初中时上Katz先生的语言艺术课，产生了对诗歌的喜爱，在之后的日子里作者阅读各位名家的诗歌，读诗成了每天要做的事情。作者沉迷于诗歌。
1. A 细节理解题。根据第二段的第二句以及第三段的第二句“I’d like t think Mr. Katz was cnspiring with the pem，sun，spring and kid energy，nt just a lessn plan.”可知，Katz先生在课堂上想激发学生对诗歌的兴趣。
2. C 推理判断题。根据第四段的最后一句“‘Petry prvides the ne permissible way f saying ne thing and meaning anther，’Rbert Frst explained.”可推知，罗伯特·弗罗斯特认为诗歌有潜在的含义。
3. B 细节理解题。根据最后一段中的第一句“The special pems a new field—a mment that gt me ut f middle schl mundanity. Even the my drum in cmparisn.”可知，语言艺术课的美妙使作者的中学时代不再乏味，它是无可比拟的。
4. D 主旨大意题。根据第三段中倒数一、二句“Frm then n，I was heard the call t petry.”再结合文章中作者回忆起自己初中时上Katz先生的语言艺术课，产生了对诗歌的喜爱，在之后的日子里作者阅读各位名家的诗歌，读诗成了每天要做的事情可知，“我对诗歌的热爱”最适合做文章标题。
【语篇解读】本文是一篇议论文。诗歌是一种艺术形式，那么怎样去鉴赏和学习诗歌呢？通读本文之后，你可能会有所收获。
5. D 细节理解题。根据第一段第一句“N pem shuld ever be discussed r‘analyzed’，until it has been read alud by smene，a teacher r a student.”可知，要想更好地理解诗歌，就要朗读。
6. B 细节理解题。根据第三段第二句“I think ne f ur... students lve petry and take it easy when we are reading a pem.”可知，目的之一是让学生喜欢诗歌。
7. A 推理判断题。第三段主要讲述了要欣赏诗歌以及诗歌对生活的重大影响，因此最后一句强调了在教学中应当重视诗歌教学。
8. C 词义猜测题。根据第三段第一句“I have cme t think... ‘exchanging f views’，if there isn’t time fr bth.”及最后一段中的in the classrm fr hearing petry可知，此处的意思是“留出些时间”。
VII. 【语篇解读】这是一篇记叙文。文章讲述了在疫情期间，居家的Girgi与邻居Emil因为音乐而开启了一段友谊。
1. B 在网上制作的视频给与苦难作斗争的Girgi带来了一丝积极（psitivity）的情绪。
2. A 根据下文可推测，邻居应该是经常（frequently）弹奏音乐，所以Girgi才想把这些音乐录下来。
3. C 前文提到Girgi经常听到低沉的旋律，后文提到Girgi想录下来，可以推知此处表示结果是（turn ut）他的邻居在弹奏钢琴。turn ut结果是，证明是。
4. B share vides分享视频。这里呼应第一段，在TikTk上分享视频给他人。
5. A 根据后文中的asking if可知，Girgi应该是给邻居递了一张便条（nte），约对方一起弹奏。
6. D 这时，Girgi和邻居还没有见面，所以邻居对他来说是神秘的（mysterius）。happy开心的；emtinal情感的；prfessinal 专业的。
7. C 根据下文可知，邻居没有回答yes还是n，而是弹奏了那个曲子，所以他的回答是显而易见的（self-evident），表示同意。
8. B 根据后文可知，一段基于音乐的友谊（friendship）开始了，邻居死后，Girgi还写了信表示纪念。
9. A 此处指建议（suggest）他们合奏The River Flws In Yu这首曲子，suggest后接“（shuld）+ 动词原形”表示虚拟语气。wish希望；rder要求；decide决定。
10. C 由下文可知，刚开始Girgi有点紧张（nervus），后来听到另一边传来的音乐才开始享受起来。
11. D 根据下文可知，俩人终于见面（meet）了。depart启程；reunite重逢：respnd回应。
12. B 由后文staying alne in a temprary accmmdatin可知，邻居只是暂时住在这里，原本（riginally）来自波兰。
13. D 根据前文可知，Emil老伴的去世是令人悲痛的事情，留给他唯一的安慰（cmfrt）是一架钢琴。
14. A Emil去世的消息应该是传到（reach）Girgi的耳朵里。
15. C 邻居去世了，Girgi写了封信，以纪念（in memry f）对方。in return fr作为回报；in place f替代；in respnse t回应。
make sense，be made up f，，be ppular with，t the pint，in particular，be transfrmed int，cmpared with