Unit2課下力量提升〔五〕閱讀理解AForaboutthreeyearsnow,Ihavebeenwritingpoetry.ItwasnotuntilmyjunioryearinhighschoolthatIdevelopedaninterest,love,andskillforwritingpoetry.Backinelementaryschool,Ilovedtowritestories.IwouldwritestoriesonpostitnotesandanywhereIcould.YetwhenIhadtowritealimerick(五行打油詩(shī))foranassignment,Icouldnotwrapmyheadaroundpoetry.Ihadaveryhardtimefiguringouthowtorhymewordsandhavethewordsmakesense.Ieventuallytossedthepaperwiththeattemptedlimerickinthetrash.Ididnottrymyhandatpoetryagainuntilseveralyearslater.Manyyearslaterinmyfreshmanyearofhighschool,myEnglishteachergavemyclassapoetryprojectasanassignment.Istillremembermylimerickassignmentandwasafraidofdoingthepoetryproject.Fortheproject,wehadtoanalyzeapoemandwritearesponsetoit.IchosetorespondtoRobertFrost’spoemFireandIce.Ialsowrotemyownpoemfirst.Ibecamereallyexcitedwhenwritingthepoem.Twoyearslater,Istartedwritingpoetryasahobbyandforfun.Tolearnhowgoodorbadmypoemswere,Ihandedthemintosomemagazinesandcontests.IwonsecondplaceintheNorthCarolinaPoetrySociety’sSherryPruittAwardContestwithapoemcalledTheOcean,andhadmytwopoemspublishedashighmerit(優(yōu)等)poems.Ihavecontinuedtowritepoetry,andhaveevenselfpublishedthreecollectionsofpoetryinbothprintandebookformats,whichcanbefoundatmystoreonLulu.Now,Ilovewritingpoetry,butIdon’thatewritingshortstories.Ijustfinditmoredifficultandnotmystyleofwriting,eventhoughIstillwriteshortstoriesoccasionally.語(yǔ)篇解讀：本文作者表達(dá)了自己寫詩(shī)的經(jīng)受。1．Whentheauthorwasapupil,he________.A．likedwritingstoriesB．wasgoodatwritingpoetryC．couldunderstandpoetrywellD．wasoftenpraisedbyhisteacher解析：選A細(xì)節(jié)理解題。依據(jù)其次段“Backinelementaryschool,Ilovedtowritestories.〞可知，答案為A。2．Whengiventhepoetryprojectinhighschool,theauthorwas________.A．excited B．a(chǎn)nnoyedC．confident D．worried解析：選D推理推斷題。依據(jù)第三段“Istillremembermylimerickassignmentandwasafraidofdoingthepoetryproject.〞可推斷，答案為D。3．Theauthortookupwritingpoetryasahobbywhenhe________.A．wasinGradeThreeinhighschoolB．workedasastorekeeperC．wasinGradeOneinhighschoolD．wasatcollege解析：選A推理推斷題。依據(jù)第三段“Manyyearslaterinmyfreshmanyearofhighschool〞及第四段第一句“Twoyearslater,Istartedwritingpoetryasahobbyandforfun.〞可推斷，答案為A。4．Howdidtheauthorincreasehisconfidenceinwritingpoetry?A．Hewrotealotofpoemsandaskedadvicefromhisteacher.B．Hepublishedthreecollectionsofpoetrybyhimself.C．Hesubmittedhispoemstomagazinesandcontests.D．Hegaveupwritingstoriesandonlywrotepoetry.解析：選C細(xì)節(jié)理解題。依據(jù)第四段“Tolearnhowgoodorbadmypoemswere,Ihandedthemintosomemagazinesandcontests.〞可知，答案為C。BArecentStanfordstudyfoundthatAmerica’sstudentsareshockinglybadattellingfactfromfictioninthisdigitalage.It’sapparentthatsomethinghastochangeinthenation’sclassrooms.Thatsomething,accordingtoProfessorSamWineburg,oneofthoseStanfordresearchers,is“practice.〞“Howdotheybeepreparedtomakethechoicesaboutwhattobelieve,whattoforward,whattoposttotheirfriends，〞WineburgaskedonNPR’sAllThingsConsidered,“whenteachersgivenopracticetothem？〞PatriciaHunt,anexperiencedteacheratWakefieldHighSchoolinArlington,Va.,isdoingsomethingshehasneverdonebefore:helpingtopilotanew,digitalcoursecalledthecheckologyvirtualclassroom.ItesfromthenonprofitTheNewsHunt’sstudents,mostofthemseniors,workinthreesorfours.They’representedwithaseriesofstoriesthatarerapidlyandbroadlyspreadviatheInternet.Somearefalseinformation.Someareads.Andsomearepurefact.“Wedon’tknowwhichiswhichatthispoint，〞laughsstudentKahderSmith.“Weactuallyhavetositdown,takeourtime,andactuallyreadthem.AndprobablyGooglesomestufftoseeifit’srealornot.〞Apostclaimsthatmorethanadozenpeoplediedafterreceivingthefluvaccine(疫苗)inItalyandthattheCDC(CentersforDiseaseControl)isnowtellingpeoplenottogetaflushot.“Imean,I’veheardmanyunconfirmedreportsthattheflushot’sbadforyou，〞studentAutumnCoopersays.Butinstinct(直覺(jué))tellsherthestory’swrong.“Itjustdoesn’tlooklikeareliablesource.ItlookslikethisisoffFacebookandsomeonesharedit.〞Cooperlabelsthestory“fiction〞.Andshe’sright.Insteadofteachingstudentsthefundamentalsoffact-checking,manyschoolssimplyignoretheproblem,blockingsocialmediasitesonschoolputers.“It’sliketeachingstudentstodriveintheparkinglotandthensendingthemoutonthehighwayandsaying’Goodluck！’〞saysAudreyChurch,presidentoftheAmericanAssociationofSchoolLibrarians.語(yǔ)篇解讀：本文是談?wù)撐?。的一些學(xué)校開(kāi)設(shè)了教同學(xué)如何鑒別網(wǎng)絡(luò)消息真假的課程，許多專家學(xué)者表示贊同。5．Whatdoestheunderlinedword“they〞inParagraph2referto?A．Stanfordresearchers. B．Mediapeople.C．Students. D．Teachers.解析：選C代詞指代題。依據(jù)第一段中的“America’sstudentsareshockinglybadattellingfactfromfictioninthisdigitalage〞可知，在電子時(shí)代，的同學(xué)缺乏區(qū)分真假消息的力量，由此可推想，這里是問(wèn)“這些同學(xué)〞怎樣才能做好預(yù)備選擇信任、傳遞、發(fā)布哪些消息呢？另外，依據(jù)其次段末的“whenteachersgivenopracticetothem〞也可推想，這里的they指的是同學(xué)。6．HowdoesHuntrunthedigitalcourse?A．Byinvitingexpertstogivestudentslectures.B．ByaskingstudentstogoontheInternettogether.C．Bytakingstudentstoanewsorganizationregularly.D．Bylettingstudentsidentifyfactualinformationingroups.解析：選D細(xì)節(jié)理解題。依據(jù)第四、五段內(nèi)容可知，Hunt讓她的同學(xué)三四人一組鑒別真假消息。7．AccordingtoChurch,whatshouldschoolsdo?A．Helpstudentsimprovedrivingskills.B．Teachstudentshowtospotfalsenews.C．Allowstudentstodriveonthehighway.D．Askstudentstoavoidusingsocialmedia.解析：選B推理推斷題。依據(jù)最終兩段內(nèi)容可知，Church認(rèn)為學(xué)校屏蔽社交媒體的做法就像是在停車場(chǎng)教會(huì)同學(xué)們開(kāi)車后讓他們直接上高速，這樣做無(wú)疑風(fēng)險(xiǎn)很大。由此可推想他反對(duì)學(xué)校屏蔽社交媒體的做法，而是盼望學(xué)校能夠教孩子們?nèi)绾巫R(shí)別假新聞。8．Whatdoesthetextmainlydiscuss?A．ThefindingsofarecentStanfordstudy.B．Aneducationalissueinthedigitalage.C．Theinfluenceofawidelyspreadpost.D．Anexperiencedhighschoolteacher.解析：選B主旨大意題。通讀全文可知，本文爭(zhēng)論了在電子時(shí)代，老師如何關(guān)心同學(xué)們學(xué)會(huì)鑒別網(wǎng)絡(luò)消息的真假，這是一個(gè)教育問(wèn)題。CPubliclibrarieshavehadanotherbadyear.Theyarelikelocalrailways.Peoplelikehavingthemaround,andareangryiftheyclose.Butasforusingthem,thereissolittletimethesedays.TotheUShistorianMatthewBattlesthelibraryisametaphor(隱喻)forthelandofchance,aplacewhere,lostinthepiles,newAmericanscould“dreamofpersonalsuccess,unaidedbyunnamedothers,astagewithamirrorforbackdrop(背景幕布)thatreflectsonlythereader〞.InBritain,thelibrarywasagrammarschool,ateach-yourselfacademy,awayoflearning.Digitizationhaschangedeverything.Thepubliclibraryisnolongeraplacesacredtoknowledge.Itswallshavebeenbombedopen.Somuchrubbishissaidandwrittenaboutthedeathofbooks.Fiveyearsago,whenAmazonebooksaleswerehigherthanthoseofpaperbackcopies,itwasassumedthebookwasdying.Printwasyesterday,onemorevictimofthegreatdigitalwipeout.ButWaterstoneslastyearstoppedsellingKindlesandchangedtheshelfspacetophysicalbooks.Itsawa5%riseinsales.Thoughthebookshophassuffered,thebookhasnot.Butthesearebuyers,notborrowers.Thelibrarymustrediscoveritsspecialness.Thisstrengthliesnotinbooks,butinitsreaders,intheirdesiretogather,sharewitheachother,hearwritersandexperiencebookswithagroup.Itisinplays,concerts,edy,lectures,debates,quizzes,performancesofeverysort.Itshouldbinecoffeeshops,bookexchanges,playgroups,artgalleries,museumsandperformances.EversincethedaysofAlexandria,thelibraryhasbeenthepalaceofthemind,the“UniversityofAll〞.TheInternethasremoveditspletecontrolofknowledge,butcannotcopyitssenseofplace,itsjoyofhuman語(yǔ)篇解讀：本文是談?wù)撐摹Ｎ恼聽(tīng)?zhēng)論了圖書館的數(shù)量雖然削減了，借書的人少了，但是書卻并沒(méi)有消逝。9．WhatisstressedbymentioningMatthewBattles?A．ThemeaningoftheAmericanDream.B．TheroleoflibrariesinAmericans’life.C．Thethingspeoplecanlearninalibrary.D．Thedecreaseinthenumberoflibraries.解析：選B推理推斷題。依據(jù)其次段可知，MatthewBattles強(qiáng)調(diào)了圖書館是時(shí)機(jī)之地，人們可以在圖書館中尋求自己的個(gè)人勝利等，說(shuō)明白圖書館對(duì)于人們的影響。10．Whatdidpeopleusetothinkab