人教版高二英語(yǔ)選修6Unit 2練習(xí)試題及答案(2)
?、?閱讀理解
Doyoustillrememberyourfavoritepoemfromhighschoolorsomeotherimportantperiodsinyourlife?Whyisitthatdecadeslateritstillstandsoutinyourmind?Probablythemainreasonisthatsomeaspectofthatpoemresonates (引起共鳴) withyou.Inthesameway，youtooasaschoolleadercantouchtheheartsofyourstaffandstudents.
Poetryallowsustoexperiencestrongspiritualconnectionstothingsaroundusandtothepast.Thepowerthatpoetryhasdisplayedovertimeandacrossculturesactuallysatisfiesthis_common_needofthehumanheartandsoul.
Asoneoftheoldestartforms，poetryhassuccessfullyconnectedvariousstrandsofhumanity (人性) fromonegenerationtoanother.Referringtopoetry，Hillyer
makesasimpleyetmeaningfulstatement，“With this key mankind unlocked his heart.”
Schoolleaderscanfindandmakeuseofthevalueofpoetryforthemselves，theirstudentsandtheirstaffmembers.Beyondthesimpleuseofpoetry，techniquesofpoetrysuchasmetaphors，repetitionsandimagerycanbeusedtotakeadvantageofthepoweroflanguagetotransformcommunication，createmeaningandacultureofcareandattention.
Sinceschoolsaremainlyaboutpeopleandrelationships，schoolleaders，likepoets，arerequiredtoinspireandencouragethehumanheart.Theuseofpoetry—orevenofsometechniquesofpoetry—inschoolleadershipnotonlyhelpstoimprovecommunication，butalsoservestomeetthehumanneedforinspiration.
1.Whoisthepassagemainlyfor?
A.Students.B.Schoolteachers.
C.Schoolleaders.D.Poets.
2.Theunderlinedpart“this common need”inthesecondparagraphrefersto________.
A.theneedtoreadpoetry
B.theneedtobeinspired
C.theneedtolearnaboutthepast
D.theneedtobeconnectedwithotherpeople
3.Theuseofpoetryortechniquesofpoetryinschoolleadershipisinfacttomakeuseof________.
A.thepoweroflanguage
B.thepowerofschoolleaders
C.people’spreferenceforpoetry
D.people’sdesireforcommunication
4.Whatisthepurposeofthepassage?
A.Toshowthereadersthatpoetryisreallypowerful.
B.Toexplainhowpoetrycanbeusedinourdailylife.
C.Totalkabouttheartofbeingaschoolleader.
D.Toencourageusingthetransformationalpowerofpoetryinschoolleadership.
concreteadj.具體的，實(shí)在的
生義：adj.混凝土制的;n.混凝土
Hegavemeaconcreteexplanation.
他向我作了具體說(shuō)明。
Itiseasiertothinkinconcretetermsratherthanintheabstract.
結(jié)合具體的事物來(lái)思考要比抽象思考容易些。
Concreteisverystrongandisusedinmanymodernbuildings.
混凝土很結(jié)實(shí)，被用在許多現(xiàn)代建筑物中。
人教版高二英語(yǔ)選修6Unit 2練習(xí)試題答案
?、?1.with in 2.of 3.of of 4.in 5.out 6.with 7.in 8.into 9.With from 10.into
?、?1.雖奇怪，但也把實(shí)情報(bào)?！?1)Thoughyoung(2)Whenveryyoung
2.如果我們沒(méi)有放松警惕，我們就會(huì)奪冠了?！?1)hadfollowed wouldhavepassed (2)Ifhehadwonthegame，hewouldn’thavebeensosad.
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)ournewteacher (2)afriendofmybrother’s
4.有了這么多可供選擇的詩(shī)歌類型，學(xué)生們最終也許想自己作詩(shī)了。 (1)Withsomuchworktodo (2)Withourteachertohelpus，wewillmakegreaterprogress.
5.行人歸來(lái)，石應(yīng)語(yǔ)?！?1)Shoulditbefinetomorrow(2)Wereshemydaughter
?、?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，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)奈恢谩
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。]
?、?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)。]
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