Reading PoemNo poem should ever be discussed or "analyzed", until it has been read aloud b - 试题答案网问答

第1题

______the poem a second time, it will be much better under stood.A．Your having readB．Havin

______the poem a second time, it will be much better under stood.

A．Your having read

B．Having read

C．When you read

D．While reading

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第2题

The recitation of a poem by the teacher or a student in the classroom ______.A．is the best

The recitation of a poem by the teacher or a student in the classroom ______.

A．is the best way to understand it

B．easily arouses some discussion among the students

C．helps the teacher to analyze it

D．can not take the place of the poet reading it

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第3题

Teaching PoetryNo poem should ever be discussed or "analyzed", until it has been read alou

Teaching Poetry

No poem should ever be discussed or "analyzed", until it has been read aloud by someone, teacher or student. Better still, perhaps, is the practice of reading it twice, once at the beginning of the discussion and once at the end, so the sound of the poem is the last thing one hears of it.

All discussions of poetry are, in fact, preparations for reading it aloud, and the reading of the poem is, finally, the most telling "interpretation" of it, suggesting tone, rhythm, and meaning all at once. Hearing a poet read the word in his or her own voice, on records or on film, is obviously a special reward. But even those aids to teaching can not replace the student and teacher reading it or, best of all, reciting (背诵) it.

I have come to think, in fact, that time spent reading a poem aloud is much more important than "analyzing" it, if there isn't time for both. I think one of our goals as teachers of English is to have students love poetry. Poetry is "a criticism of life", and "a heightening (提升) of life". It is "an approach to the truth of feeling", and it "can save your life". It also deserves a place in the teaching of language and literature more central than it presently occupies.

I am not saying that every English teacher must teach poetry. Those who don't like it should not be forced to put that dislike on anyone else. But those who do teach poetry must keep in mind a few things about its essential nature, about its sound as well as its sense, and they must make room in the classroom for hearing poetry as well as thinking about it.

To have a better understanding of a poem, one should ______.

A．discuss it with others

B．analyze it by oneself

C．copy it down in a notebook

D．practice reading it aloud

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第4题

Teaching poetry No poem should ever be discussed or “analyzed”, until it has been read al

oud by someone, teacher or student. Better still, perhaps, is the practice of reading it twice, once at the beginning of the discussion and once at the end, so the sound of the poem is the last thing one hears of it.

All discussions of poetry are, in fact, preparations for reading it aloud, and the reading of the poem is, finally, the most telling “interpretation” of it, suggesting tone, rhythm, and meaning all at once. Hearing a poet read the work in his or her own voice, on records or on film, is obviously a special reward. But even those aids to teaching can not replace the student and teacher reading it or, best of all, reciting(背诵) it.

I have come to think, in fact, that time spent reading a poem aloud is much more important than “analyzing” it, if there isn’t time for both. I think one of our goals as teachers of English is to have students love poetry. Poetry is “ a criticism of life”, and “ a heightening(提升) of life”. It is “an approach to the truth of feeling”, and it “ can save your life”. It also deserves a place in the teaching of language and literature more central than it presently occupies.

I am not saying that every English teacher must teach poetry. Those who don’t like it should not be forced to put that dislike on anyone else. But those who do teach poetry must keep in mind a few thing s about its essential nature, about its sound as well as its sense, and they must make room in the classroom for hearing poetry as well as thinking about it.

第6题：To have a better understanding of a poem, one should

A．discuss it with others.

B．analyze it by oneself.

C．copy it down in a notebook

D．practise reading it aloud

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第5题

根据短文回答 31～35 题。 Teaching Poetry No poem should ever be discussed or "analyzed

根据短文回答 31～35 题。

Teaching Poetry

No poem should ever be discussed or "analyzed", until it has been read aloud by someone, teacher or student. Better still, perhaps, is the practice of reading it twice, once at the beginning of the discussion and once at the end, so the sound of the poem is the last thing one hears of it.

All discussions of poetry are, in fact, preparations for reading it aloud, and the reading of the poem is, finally, the most telling "interpretation" of it, suggesting tone, rhythm, and meaning all at once. Hearing a poet read the work .in his or her own voice, on records or on film, is obviously a special reward. But even those aids to teaching can not replace the student and teacher reading it or, best of all, reciting (背诵) it.

I have come to think, in fact, that time spent reading a poem aloud is much more important than "analyzing" it, if them isn't time for both. I think one of our goals as teachers of English is to have students love poetry. Poetry is "a criticism of life", and "a heightening (提升) of life". It is "an approach to the truth of feeling", and it "can save your life". It also deserves a place in the teaching of language and literature more central than it presently occupies.

I am not saying that every English teacher must teach poetry. Those who don't like it should not be forced to put that dislike on anyone else. But those who do teach poetry must keep in mind a few things about its essential nature, about its sound as well as its sense, and they must make room in the classroom for hearing poetry as well as thinking about it.

第 31 题 To have a better understanding of a poem, one should（）

A．discuss it with others

B．analyze it by oneself

C．copy it down in a notebook

D．practice reading it aloud

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第6题

Teaching PoetryNo poem should ever be discussed or "analyzed" , until it has been read alo

Teaching Poetry

No poem should ever be discussed or "analyzed" , until it has been read aloud by someone, teacher or student. Better still, perhaps, is the practice of reading it twice, once at the beginning of the discussion and once at the end, so the sound of the poem is the last thing one hears of it.

All discussion of poetry are, in fact, preparations for it aloud, and the reading of the poem is, finally, the most telling "interpretation" of it, suggesting tone, rhythm, and meaning all at once. Hearing a poet read the work in his or her own voice, on records or on film, is obviously a special reward. But even those aids to teaching can not replace the student and teacher reading of it or,best of all, reciting it.

I have come to think, in fact, that time spent reading a poem aloud is much more important than "analyzing" it, if there isn't time for both. I think one of our goals as teachers of English is to have students love poetry. Poetry is "a criticism of life", "a heightening of life, enjoyment with others". It is "an approach to the truth of feeling", and it "can save your life". It also deserves a place in the teaching of language and literature more central than it presently occupies.

I am not saying that every English teacher must teach poetry. Those who don't like it should not be forced to put that dislike on anyone else. But those who do teach poetry must keep in mind a few things about its essential nature, about its sounds as well as its sense, and they must make room in the classroom for hearing poetry as welt as thinking about it.

According to the passage, to have a better understanding of a poem, the best way is ______.

A．to discuss it with others

B．to analyze it by oneself

C．to hear it read out

D．to practice reading it aloud

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第7题

Teaching Poetry No poem should ever be discussed or "analyzed", until it has been rea

Teaching Poetry

No poem should ever be discussed or "analyzed", until it has been read aloud by someone, teacher or student. Better still, perhaps, is the practice of reading it twice, once at the beginning of the discussion and once at the end, so the sound of the poem is the last thing one hears of it.

All discussion of poetry are, in fact, preparations for reading it aloud, and the reading of the poem is, finally, the most telling "interpretation" of it, suggesting tone, rhythm, and meaning all at once. Hearing a poet redid the Work in his or her own voice, on records or on film, is obviously a special rewarD．But even those aids to teaching can not replace the student and teacher reading of it or, best of all, reciting it.

I have come to think, in fact, that time spent reading a poem aloud is much more important than "analyzing" it; if there isn't time for both. I think one of our goals as teachers of English is to have students love poetry. Poetry is "a criticism of life", "a heightening of life enjoyment with others".. It is“an approach to the truth of feeling", and it "can save your life". It also deserves a place in the teaching of language and literature more central than it presently occupies.

I am not saying that every English teacher must teach poetry. Those who don't like it should not he forced to put that dislike on anyone else. But those who do teach poetry must keep in mind a few things about its essential nature, about its sounds as well as its sense, and they must make room in the classroom for hearing poetry as well as thinking about it.

第 31 题 According to the passage, to have a better understanding of a poem, the best way is________

A．to discuss it with others

B．to analyze it by oneself

C．to hear it read out

D．to practice reading it aloud

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第8题

Most people will probably think that literature is a form. of art that can be enjoyed with

out formal instruction. However, people with【B1】knowledge of literature may miss a lot【B2】reading a novel, short story, poem, play, or【B3】. These readers are comparable to the【B4】at a football game who watch the game and【B5】it without really understanding the complex movements【B6】on the field. Although they may enjoy the【B7】, many spectators watch only the ball【B8】missing entirely the contribution of other members【B9】the total play as well as the intricacies(错综复杂) occurring within the【B10】. A person who understands football—【B11】better yet, has played the game—is more capable【B12】judging when a team is playing well or【B13】and is also likely to enjoy a "good" game more. The【B14】is true of reading literature. Most people have read numerous【B15】works, but many do not understand or【B16】the author's skill in communicating. Just like those spectators of the football game, they can hardly enjoy a "good" book. This book【B17】intended to help you learn to【B18】attention not only on what happens, but on【B19】it happens and how the author has【B20】it—to analyze and evaluate literary works so that you can fully experience and appreciate them.

【B1】

A．abundant

B．informal

C．necessary

D．limited

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第9题

It is hardly necessary for me to cite all the evidence of the depressing state of literacy

. These figures from the Department of Education are sufficient: 27 million Americans cannot read at all, and a further 35 million read at a level that is less than sufficient to survive in our society.

But my own worry today is less that of the overwhelming problem of elemental literacy than it is of the slightly more luxurious problem of the decline in the skill even of the middle class reader, of his unwillingness to afford those spaces of silence, those luxuries of domesticity and time and concentration, that surround the image of classic act of reading. It has been suggested that almost 80 percent of America's literate, educated teenagers can no longer read without an accompanying noise(music) in the background or a television screen flickering (闪烁的) at the comer of their field of perception. We know very little about the brain and how it deals with simultaneous conflicting input, but every common-sense intuition suggests we should be profoundly alarmed. This violation of concentration, silence, solitude(独处的状态) goes to the very heart of our notion of literacy; this new form. of pan-reading, of pan-perception against background distraction, renders impossible certain essential acts of apprehension and concentration, let alone that most important tribute any human being can pay to a poem or a piece of prose he or she really loves, which is to learn it by heart. Not by brain, by bean; the expression is vital.

Under these circumstances, the question of what future there is for the arts of reading is a real one. Ahead of us lie technical, psychic(心理的) and social transformations probably much more dramatic than those brought about by Gutenberg, the German inventor in printing. The Gutenberg revolution, as we now know it, took a long time; its effects are still being debated. The information revolution will touch every facet of composition, publication, distribution, and reading. No one in the book industry can say with any confidence what will happen to the book as we've known it.

The picture of the reading ability of the American people, drawn by the author, is ______.

A．rather bleak

B．fairly bright

C．very impressive

D．quite encouraging

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第10题

That experience influences subsequent behavior. is evidence of an obvious but neverthele

ss remarkable activity called "remembering". Learning could not occur without the function popularly named memory. Constant practice has such an effect on memory like to lead【M1】______ to skillful performance on piano, to recitation of a poem, and even to【M2】______ reading and understanding these words. So-called intelligent behavior. demands memory, remembering is a primary requirement for【M3】______ reasoning. The ability to solve any problem or even to recognize that a problem exists depends on memory. Typically, the decision to cross a street is based on remembering many early experiences.【M4】______ Practice tends to build and maintain memory for a task or for any learned material. Over a period of no practice which has been【M5】______ learned tends forgotten; and the adaptive consequences may not seem to be obvious. Besides, dramatic instances of sudden forgetting can be seen【M6】______ to be adaptive. In this sense, the ability to forget can be interpreted to【M7】______ having survived through a process of natural selection in animals. Indeed, when ones memory of an emotionally painful experience leads to serious anxiety, forgetting may produce relief. Nevertheless, an evolutionary interpretation might make them difficult to【M8】______ understand how the commonly gradual process of forgetting survived natural selection. In thinking the evolution of memory together with all its possible【M9】______ aspects, it is helpful to consider what would happen if memories failed to fade. Forgetting clearly aids orientation in time, since old memories weaken and the new tend to stand out, providing with【M10】______ clues for inferring duration.

【M1】

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