2015-2016年人教版高中英語(yǔ)選修六Unit 2作業(yè)題及答案解析6套.rar

2015-2016年人教版高中英語(yǔ)選修六Unit 2作業(yè)題及答案解析6套.rar,2015-2016年人教版高中英語(yǔ)選修六Unit,2作業(yè)題及答案解析6套,2015,2016,年人教版,高中英語(yǔ),選修,Unit,作業(yè)題,答案,解析 Unit 2　Poems Period One　Warming Up & Reading Ⅰ.用適當(dāng)?shù)慕?、副詞填空 1．By playing ________ the words ________ nursery rhymes，children learn about language. 2．We would have won if we hadn’t run out ________ energy. 3．Another simple form ________ poem that students can easily write is the cinquain，a poem made up ________ five lines. 4．With these，students can convey a strong picture ________ just a few words. 5．Week in，week ________. 6．It is not a traditional form of English poetry，but is very popular ________ English writers. 7．Did you know that English speakers also enjoy other forms of Asian poetry—Tang poems from China ________ particular? 8．A lot of Tang poetry has been translated ________ English. 9．________ so many different forms of poetry to choose ________，students may eventually want to write poems of their own. 10．Never looking back，Transformed ________ stone. Ⅱ.佳句翻譯與仿寫(xiě) 1．And said though strange they all were true. 翻譯： ________________________________________________________________________ 仿寫(xiě)： (1)她盡管年輕，但已到過(guò)很多國(guó)家進(jìn)行演出。 __________________，she has travelled to many countries to put on shows. (2)她很小時(shí)就開(kāi)始學(xué)習(xí)彈鋼琴。 ____________________，she began to learn to play the piano. 2．We would have won if we hadn’t taken it easy. 翻譯： ________________________________________________________________________ ________________________________________________________________________ 仿寫(xiě)： (1)如果你聽(tīng)從了老師的建議，你可能已經(jīng)通過(guò)考試了。 If you ________________ your teacher’s advice，you ______________________ the exam. (2)如果他贏得了比賽的話(huà)，他就不會(huì)這么悲傷了。 ________________________________________________________________________ ________________________________________________________________________ 3．Another simple form of poem that students can easily write is the cinquain，a poem made up of five lines. 翻譯： ________________________________________________________________________ ________________________________________________________________________ 仿寫(xiě)： (1)我們的新老師史密斯先生對(duì)我們很好。 Mr.Smith，______________________，is very kind to us. (2)昨天我遇到了我弟弟的朋友湯姆。 Yesterday I met Tom，________________________________. 4．With so many different forms of poetry to choose from，students may eventually want to write poems of their own. 翻譯： ________________________________________________________________________ ________________________________________________________________________ 仿寫(xiě)： (1)還有那么多工作要做，我們不能再在外面玩了。 ____________________________，we can’t play outside any longer. (2)有老師幫助我們，我們將取得更大的進(jìn)步。 ________________________________________________________________________ ________________________________________________________________________ 5．Should the traveller return，this stone would utter speech. 翻譯： ________________________________________________________________________ 仿寫(xiě)： (1)假如明天天氣好，我們就去野餐。 ____________________________，we would go for a picnic. (2)如果她是我的女兒，我就不讓她出國(guó)學(xué)習(xí)了。 ____________________________，I wouldn’t allow her to study abroad. Ⅲ.單項(xiàng)填空 1．There are various reasons________ people write poetry. A．because B．why C．when D．which 2．Some poems tell a story or describe something in a way________ will give the reader a strong impression.Others try to________ certain emotions. A．that；transform B．which；transform C．that；convey D．/；convey 3．The poems may not________ and even seem contradictory，but they are easy________. A．make sense；to learn and recite B．make sure；to be learned and recited C．make up；to learn and recite D．make sense；to be learned and recited 4．Some rhyme (like B)________ others do not (like C)． A．because B．while C．though D．a(chǎn)s 5．We would have won if we________ so late the night before. A．stayed up B．hadn’t taken up C．took up D．hadn’t stayed up 6．Haiku is a Japanese form of poetry that is________ 17 syllables. A．consists of B．made up C．make up of D．made up of 7．It is not a traditional form of English poetry，but is very________ with English writers. A．popular B．familiar C．similar D．particular 8．English speakers also enjoy other forms of Asian poetry—Tang poems from China________. A．in return B．in particular C．in conclusion D．in place 9．It is easier than you might think and certainly worth________！ A．try B．being tried C．to try D．a(chǎn) try 10．There was such a long queue for coffee at the interval that we________ gave up. A．eventually B．particularly C．gradually D．frequently Ⅳ.閱讀理解 Do you still remember your favorite poem from high school or some other important periods in your life？Why is it that decades later it still stands out in your mind？Probably the main reason is that some aspect of that poem resonates (引起共鳴) with you.In the same way，you too as a school leader can touch the hearts of your staff and students. Poetry allows us to experience strong spiritual connections to things around us and to the past.The power that poetry has displayed over time and across cultures actually satisfies this_common_need of the human heart and soul. As one of the oldest art forms，poetry has successfully connected various strands of humanity (人性) from one generation to another.Referring to poetry，Hillyer makes a simple yet meaningful statement，“With this key mankind unlocked his heart.” School leaders can find and make use of the value of poetry for themselves，their students and their staff members.Beyond the simple use of poetry，techniques of poetry such as metaphors，repetitions and imagery can be used to take advantage of the power of language to transform communication，create meaning and a culture of care and attention. Since schools are mainly about people and relationships，school leaders，like poets，are required to inspire and encourage the human heart.The use of poetry—or even of some techniques of poetry—in school leadership not only helps to improve communication，but also serves to meet the human need for inspiration. 1．Who is the passage mainly for? A．Students. B．School teachers. C．School leaders. D．Poets. 2．The underlined part “this common need” in the second paragraph refers to________. A．the need to read poetry B．the need to be inspired C．the need to learn about the past D．the need to be connected with other people 3．The use of poetry or techniques of poetry in school leadership is in fact to make use of________. A．the power of language B．the power of school leaders C．people’s preference for poetry D．people’s desire for communication 4．What is the purpose of the passage? A．To show the readers that poetry is really powerful. B．To explain how poetry can be used in our daily life. C．To talk about the art of being a school leader. D．To encourage using the transformational power of poetry in school leadership. concrete adj.具體的，實(shí)在的 生義：adj.混凝土制的；n.混凝土 He gave me a concrete explanation. 他向我作了具體說(shuō)明。 It is easier to think in concrete terms rather than in the abstract. 結(jié)合具體的事物來(lái)思考要比抽象思考容易些。 Concrete is very strong and is used in many modern buildings. 混凝土很結(jié)實(shí)，被用在許多現(xiàn)代建筑物中。 【答案解析】 Period One　Warming Up & Reading Ⅰ.1.with　in　2.of　3.of　of　4.in　5.out　6.with　7.in　8.into　9.With　from　10.into Ⅱ.1.雖奇怪，但也把實(shí)情報(bào)。　(1)Though young (2)When very young 2．如果我們沒(méi)有放松警惕，我們就會(huì)奪冠了?！?1)had followed　would have passed　(2)If he had won the game，he wouldn’t have been so sad. 3．另外一種學(xué)生容易寫(xiě)的簡(jiǎn)體詩(shī)是由五行組成的，叫做五行詩(shī)?！?1)our new teacher　(2)a friend of my brother’s 4．有了這么多可供選擇的詩(shī)歌類(lèi)型，學(xué)生們最終也許想自己作詩(shī)了。　(1)With so much work to do　(2)With our teacher to help us，we will make greater progress. 5．行人歸來(lái)，石應(yīng)語(yǔ)。　(1)Should it be fine tomorrow (2)Were she my daughter Ⅲ.1.B　[reasons作先行詞，定語(yǔ)從句中缺少原因狀語(yǔ)，故用why或for which引導(dǎo)。] 2．C　[第一空考查由that引導(dǎo)的定語(yǔ)從句修飾先行詞way，that在從句中作主語(yǔ)，可用which替換，但不能省略。第二句句意為：而有些詩(shī)則是為了傳達(dá)某種感情。convey傳達(dá)；transform變換，改造。] 3．A　[句意為：這些詩(shī)歌不一定有什么意義，甚至看來(lái)自相矛盾，但是它們?nèi)菀讓W(xué)，也容易背誦。make sense有意義；make sure確保；查明；make up編造；化妝；彌補(bǔ)。在“be＋性質(zhì)形容詞＋不定式”結(jié)構(gòu)中，形容詞說(shuō)明不定式的特性，句子的主語(yǔ)是不定式的邏輯賓語(yǔ)，不定式用主動(dòng)形式表達(dá)被動(dòng)意義；常見(jiàn)的此類(lèi)形容詞有easy，hard，difficult等。] 4．B　[句意為：一些押韻(像B)，然而也有一些不押韻(像C)。此處考查while作并列連詞表示對(duì)比，意為“而，然而”。] 5．D　[句意為：如果我們前一天晚上不熬夜很晚的話(huà)，我們就會(huì)奪冠了。由would have won及the night before可知此處是與過(guò)去事實(shí)相反的假設(shè)，if從句中的謂語(yǔ)動(dòng)詞用過(guò)去完成時(shí)，排除A、C兩項(xiàng)。] 6．D　[句意為：俳句詩(shī)是一種日本詩(shī)，它由17個(gè)音節(jié)組成。be made up of表示“由……組成”；consist of也有“由……組成”的意思，但是空格前面多了is。] 7．A　[四個(gè)詞中只有popular和familiar與介詞with連用，be popular with受……歡迎，在……中流行；be familiar with對(duì)……熟悉。] 8．B　[句意為：說(shuō)英語(yǔ)的人也喜歡其他類(lèi)型的亞洲詩(shī)——尤其是中國(guó)的唐詩(shī)。in particular尤其，特別，符合題意。in return作為回報(bào)；in conclusion最后，總之；in place在適當(dāng)?shù)奈恢?。] 9．D　[通常worth后接名詞、代詞或v.-ing形式，在sth.be worth doing結(jié)構(gòu)中，doing要用主動(dòng)形式表示被動(dòng)含義。try嘗試，此處是可數(shù)名詞。] 10．A　[句意為：在休息時(shí)間等咖啡的隊(duì)伍如此長(zhǎng)以至于我們最后只有放棄了。eventually最后，終于；particularly特別地；gradually逐漸地；frequently經(jīng)常地。] Ⅳ.1.C　[根據(jù)第一段的“...you too as a school leader...”可知本文主要是寫(xiě)給學(xué)校領(lǐng)導(dǎo)的。] 2．B　[根據(jù)文章末句話(huà)中的“...serves to meet the human need for inspiration.”可知這種共同的需要是指inspiration。] 3．A　[根據(jù)第四段的“...can be used to take advantage of the power of language...”可知學(xué)校領(lǐng)導(dǎo)運(yùn)用詩(shī)歌或詩(shī)歌的技巧其實(shí)是運(yùn)用了語(yǔ)言的力量。] 4．D　[根據(jù)后兩段可知文章的目的是鼓勵(lì)學(xué)校領(lǐng)導(dǎo)將詩(shī)歌的力量轉(zhuǎn)化到學(xué)校管理中。故選D項(xiàng)。]