Poetry is an interesting form of writing. It is very free, has few restrictions and can be a great way to express feelings. Writing a poem is all about observing the world within you or around you.
To write a poem, first you should begin with an idea or inspiration(靈感). Inspiration may come at any time unexpectedly. It may be a specific person, place or thing that causes some sort of strong emotion. It may be more of an abstract idea or release of emotion.
After getting the idea, you can write down everything that comes to mind. Don’t think much and let all feelings pour out. Remember everything can be thrown out later.
Then you can think about its form and begin to organize thoughts. Poetry comes in any forms, from epic (敘事的) poetry that has a story to dramatic poetry intended to be performed. Try them all out. One will come naturally. Maybe different poems fit different forms. When you write a poem, think about both meter (韻律) and rhythm carefully, which are equally important in poetry. Meter is the fixed pattern of the poem, while rhythm refers to the sound when it is spoken. It is also important to use a lot of descriptive words. Create imagery (意向) with words, trying to make them attractive to all the senses. For auditory (聽覺的) interest, try repeating of similar sounds in a sentence or phrase. All of this adds life and interest to a poem.
After you finish your work, don’t be afraid to share your work with others. When others point out your weakness, accept and grow from it.
60. What does the underlined word “restriction” in Paragraph 1 probably mean?
A. Change B. Order C. Limitation D. Organization
61. When you begin to write a poem, you should first _____.
A. begin with some specific persons B. come up with ideas
C. describe a famous place D. organize your thoughts
62. We can infer from the text that_________.
A. writing poems needs imagination and the ability to use language well
B. people can get more ideas if they often share their poems with others
C. people should first learn to write epic poetry, then dramatic poetry
D. people need to write down every feeling they want to release at a time
63. What’s the purpose of the text?
A. To tell readers how to write a poem.
B. To encourage more people to write poems.
C. To show what quality a good poem should have.
D. To teach people how to appreciate poems.
科目：高中英語 來源： 題型：閱讀理解
This was no ordinary class. The students who came together were all science or engineering professors at Cornell University. They had interrupted their research to accept an invitation to take part in an unusual experiment: “an interesting week of poetry.” This class was part of a study to answer the questions: Why is science difficult for many nonscience students? What can teachers learn about teaching if they take a class that is not in their field?
The students in the poetry class listened to lectures and took notes. They had reading tasks and had to write three short papers. All students noticed one thing – the importance of spoken words. In science and engineering classes, the instructors put tables and drawings on the blackboard. But in this poetry class, the instructors just talked. They didn’t write anything on the board.
The scientists and engineers noticed one similarity between science and poetry. In both subjects, students need to find layers (層次) of meaning . Some layers are simple, clean, and on the surface; other layers are deeper and more difficult. This search for different levels of meaning doesn’t happen much in undergraduate(本科) science classes, but it is important later, in graduate school. And it is always important in humanities(人文科學(xué)).
Both the poetry instructors and their students learned something about teaching from this experience. One poetry instructor, for example, now sees the importance of using informative as he teaches. Most of the scientists agreed on several points. First, humanities classes might help science students to see patterns and decide which information is important. Second, the poetry class was fun. One engineer decided, “We need to change the way we teach engineering to make to make it an enjoyable experience for students.”
But perhaps the most important result of the experience was this; All of the professors began to think about how they teach and how they cam teach better.
What do we know about this unusual class?
A. The teachers did lots of writing on the board
B. The teacher were invited to attend several lectures.
C. The student were professors from a university
D. The students were studying science and humanities.
The experiment was designed to find out
A. how to teach the students in the science class
B. whether poetry is difficult for science students
C. what to be taught in the humanities class
D. why many humanities students find science hard.
Finding levels of meaning is .
A. important for graduate students in humanities
B. difficult for graduate students in humanities
C. common for undergraduate students in science
D. easy for undergraduate students in science.
What did the science professors learn after the experiment?
A. They should change the way they teach
B. A poem could be explained in clear definitions.
C. A poetry class could be more informative.
D. Their teaching was an enjoyable experience.
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科目：高中英語 來源：2010-2011學(xué)年河北正定中學(xué)高一下學(xué)期第1次考試英語試題 題型：完型填空
完形填空（共20小題，每題1.5分，共30分）
Today I am known for my voice. But it 31 a long time to believe I could read well. When I was young I stuttered (結(jié)巴) 32 badly that I was completely 33 to speak in public.
34 , when I was 14, Professor Donald Crouch came to our school. He was a retired college professor. He held a book of poems 35 it were a diamond necklace. When he heard our school was 36 Shakespeare, he could no longer 37 not being a part of our school.
When he 38 that I not only loved poetry but was 39 it, we became closer. There was, however, one 40 between us—Professor Crouch could not stand the 41 that I refused to read my poems to the class.
“Jim, poetry is 42 to be read aloud,” he said. “You should be able to speak those beautiful words.” I shook my head and 43 .
Then he tricked me. After handing in a poem, I waited for his 44 . It didn’t come. Instead, one day as the students gathered together, he said to me, “Jim, I don’t think you wrote this.” I 45 him in disbelief. “Why”, I started, “of course I 46 !” “Well, then,” he said, “you’ve got to prove it by getting up and reciting it 47 memory.”
With knees shaking, I walked up. For a moment I stood 48 . Then I began, and kept going. I recited my poem all the way through!
Afterwards, Professor Crouch congratulated me, and 49 me to read other writers’ poems before the public.
Before long, I discovered I did have a (n) 50 and found my fellow students actually looked forward to hearing me recite.
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科目：高中英語 來源：2010年河北省唐山一中高二上學(xué)期期中考試英語卷 題型：閱讀理解
Robert Frost was at heart a mean-spirited human being, not the kind of man one would expect to write poetry. He was born in San Francisco. Frost entered Dartmouth University in 1893, but dropped out, and switched to Harvard, which he attended for two years. He started a brief teaching career, where he was inspired to become a poet by some of his students’ work. Frost stopped teaching and became a farmer. During this time he wrote numerous poems, and a couple of short stories. While he was a farmer he started to think seriously about becoming a famous poet.
In almost all of his poems, Frost wrote in the first person. The first widely-read poem that he published was called My Butterfly. At first his audience was very small, but with his Collected Poems he became famous. Robert Frost received almost all the awards that there were for poetry. His poetry describes the forces of nature, and the violence and deep emotional(情感的) needs of human beings, which reflect the experiences of his childhood.
Robert Frost will always be known as one of the best poets in history. His way of putting emotion and violence into words is remarkable(非同尋常的). His talent for poetry is natural-born and he had discovered this when he started to farm. Even though he treated his wife and children terribly, he still became one of the best-known poets of his and our day.
【小題1】We can learn from the passage that ________.
| A．Robert Frost had been a famous writer before he started teaching |
| B．Robert Frost wrote his poems mostly in the first person |
| C．Robert Frost was very famous at the beginning of his writing career |
| D．Robert Frost began to write poems when he was a teacher |
| A．his teaching career | B．his life experiences |
| C．showing strong feeling in his poems | D．his interest in poems |
| A．why Robert Frost stopped farming |
| B．why Robert Frost was so famous |
| C．a(chǎn)bout his masterpieces(杰作) |
| D．a(chǎn)bout the way he treated his wife and children |
| A．Robert Frost’s most famous poem is My Butterfly |
| B．Robert Frost began to write when he was in college |
| C．Robert Frost gave up studying at Dartmouth University |
| D．his poetry showed the violence of war and his childhood |
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科目：高中英語 來源：2014屆浙江省高二下學(xué)期期中考試英語試卷（解析版） 題型：短文改錯
短文改錯（共10小題；每小題1分，滿分10分）
假如英語課上老師要求同學(xué)們交換修改作文，請你修改你同桌寫的以下作文。文中共有10處語言錯誤，要求你在錯誤的地方增加、刪除或修改某個單詞。
增加：在缺詞處加一個漏字符號（∧），并在其下面寫上該加的詞。
刪除：把多余的詞用斜線（＼）劃掉。
修改：在錯的詞下劃一橫線，并在該詞下面寫上修改后的詞。
注意：
1．每處錯誤及其修改均僅限一詞；
2．只允許修改10處，多者（從第11處起）不計分。
This term we have a volunteer project called “Big Brothers and Sisters”. It’s a home for the
In order to grow as a writer, you've got to be willing to risk it and every time you sit down to write. You've got to open and brave and curious. Whenever I'm asked, "When did you become a poet?" I'm always tempting to say, "When did you stop?"
We're all born poet. We all enjoy the sounds of language. Every new parent know that. We're all born with the need to "sound our barbaric yawp over the roofs of the world" as Whitman would have it.
Poetry is a natural part of our lives. It's not just everything we have to memorize and reciting in front of the class. Losing ourselves in a poem is one of the better ways of find out who we are. The act of writing brings us to that point of discovery, of discovering something we didn't know we knew when we wrote it.
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科目：高中英語 來源：2008年高考試題（陜西卷）解析版 題型：閱讀理解
This was no ordinary class. The students who came together were all science or engineering professors at Cornell University. They had interrupted their research to accept an invitation to take part in an unusual experiment: “an interesting week of poetry.” This class was part of a study to answer the questions: Why is science difficult for many nonscience students? What can teachers learn about teaching if they take a class that is not in their field?
The students in the poetry class listened to lectures and took notes. They had reading tasks and had to write three short papers. All students noticed one thing – the importance of spoken words. In science and engineering classes, the instructors put tables and drawings on the blackboard. But in this poetry class, the instructors just talked. They didn’t write anything on the board.
The scientists and engineers noticed one similarity between science and poetry. In both subjects, students need to find layers (層次) of meaning . Some layers are simple, clean, and on the surface; other layers are deeper and more difficult. This search for different levels of meaning doesn’t happen much in undergraduate(本科) science classes, but it is important later, in graduate school. And it is always important in humanities(人文科學(xué)).
Both the poetry instructors and their students learned something about teaching from this experience. One poetry instructor, for example, now sees the importance of using informative as he teaches. Most of the scientists agreed on several points. First, humanities classes might help science students to see patterns and decide which information is important. Second, the poetry class was fun. One engineer decided, “We need to change the way we teach engineering to make to make it an enjoyable experience for students.”
But perhaps the most important result of the experience was this; All of the professors began to think about how they teach and how they cam teach better.
1.What do we know about this unusual class?
A. The teachers did lots of writing on the board
B. The teacher were invited to attend several lectures.
C. The student were professors from a university
D. The students were studying science and humanities.
2.The experiment was designed to find out
A. how to teach the students in the science class
B. whether poetry is difficult for science students
C. what to be taught in the humanities class
D. why many humanities students find science hard.
3.Finding levels of meaning is .
A. important for graduate students in humanities
B. difficult for graduate students in humanities
C. common for undergraduate students in science
D. easy for undergraduate students in science.
4.What did the science professors learn after the experiment?
A. They should change the way they teach
B. A poem could be explained in clear definitions.
C. A poetry class could be more informative.
D. Their teaching was an enjoyable experience.
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