1.srrw n.悲傷; 悲痛; 傷心事　vi.感到悲傷→　　　　　　　 adj.悲痛的; 悲傷的?2.literary adj.文學(xué)的; 愛好文學(xué)的; 有文學(xué)作品特征的→　　　　 n.文學(xué)3.recite vt.背誦; 吟誦; 列舉→　　　　　　　 n.朗誦; 朗讀; 逐一列舉?4.respective adj.分別的; 各自的→　　　　　　　 adv.分別; 各自; 依次為5.cmprehensin n.理解力; 領(lǐng)悟力; 理解練習(xí)→　　　　　　　 v.理解; 領(lǐng)悟→　　　　　　　 adj.全部的; 詳盡的?
literature
respectively
cmprehensive
6.sympathetic adj.同情的; 有同情心的; 贊同的→　　　　　　　 n.同情; 贊同?7.inncence n.天真; 單純; 無罪→　　　　　　　 adj.天真無邪的; 無辜的; 無惡意的?8.crrespndence n.來往信件; 通信聯(lián)系→　　　　　　　? vi.相一致; 符合; 相當(dāng)于; 通信?9.variatin n.變化; 變體; 變奏曲→　　　　　 v.變化; 改變→　　　　　　 n.變化; 多樣化→　　　　　　 adj.各種各樣的→　　　　　　? adj.易變的; 可變的?10.racial adj.種族的; 人種的→　　　　　　　 n.種族; 人種?
用適當(dāng)?shù)膯卧~或短語填空1.Others try t cnvey certain feelings such as jy and 　　　　　(悲傷).?2.The pems may nt make sense and even seem cntradictry, but they are easy t learn and 　　　　　　(背誦).?3.With these, yu can cnvey a strng picture r a certain 　　　　　( (語氣) in just a few is a Japanese frm f petry that 　　　　　 ( (由……組成) 17 syllables.
5.It has a 　　　　　(格式) f three lines, cntaining 5, 7, and 5 syllables respectively.?6.The English 　　　　　　(版本) f the bk cntains nearly 50 pems.?7.While in the beginning such sngs and stries had a very simple frmat, ver time they became mre 　　　　　　　　(復(fù)雜的) and mre plished.?8.The pem is abut the dream f a wrld free f inequality and racial 　　　　　( (偏見).
cmplicated
The pems may nt make sense and even seem cntradictry, but they are easy t learn and recite.這些童謠也許沒有道理, 甚至自相矛盾, 但是很容易學(xué)習(xí)和背誦?！咎釤挕恐髡Z+be+adj.+動(dòng)詞不定式【淺析】在 “主語+be+adj.+動(dòng)詞不定式” 句式中, 雖然句子主語與動(dòng)詞不定式中的動(dòng)詞之間為動(dòng)賓關(guān)系, 但用不定式的主動(dòng)形式表示被動(dòng)含義。此句型中的形容詞多為表示性質(zhì)的詞, 如: easy, hard, gd, difficult, interesting等。
【仿寫】(1)我每天早上早起鍛煉, 因?yàn)樵绯康目諝夂粑饋砀杏X很好。(2)如果你用心, 英語是很好學(xué)的。
I get up early t exercise every mrning, since the mrning air is gd t breathe.English is easy t learn if yu put yur heart int it.
Passage 1There are varius reasns 1.　　　　　 peple cmpse petry. Sme pems tell a stry 2.　　　　　 describe a certain image in the reader’s mind. Others try t cnvey certain feelings such as jy and srrw. The distinctive characteristics f petry ften include ecnmical use f wrds, 3.　　　　　　　(describe) and vivid language,integrated imagery, literary devices such as similes and metaphrs, and arrangement f wrds, lines, rhymes, and rhythm. Pets use many different frms f petry 4.___________(express) themselves.?
descriptive
One f the 5.　　　　　　?(simple) kinds f pem is the“l(fā)ist pem”, which cntains a list f things, peple, ideas, r descriptins 6.　　　 develp a particular theme. List pems have a flexible line length and 7.___________(repeat) phrases which give bth a pattern and a rhythm t the pem. Sme rhyme, while thers d nt.?English 8.　　　　　　　(speaker) als enjy pems frm China, thse frm the Tang Dynasty 9.　　　　　 particular. A lt f Tang petry has been translated int English.?With s many different frms f petry t chse frm, yu may 10.　　　　　　　?(eventual) want t write pems f yur wn.?
eventually
Passage 2Petry plays with sunds, wrds, and grammar. That makes petry difficult t write 1.　　　　　 very interesting t read. Petry uses clurs, feelings, experiences, and images 2.　　　　　　?(paint) a picture in yur mind.?In Chinese classical petry, the frm is very imprtant: the crrect number f lines and the number f characters in each line. Petry ften 3.　　　?(fllw) special patterns f rhythm and rhyme. Hwever, mdern pets began t reject 4.　　　　　　　?(traditin) frms and structures fr petry in the 20th century.As a result, mst petry tday 5.　　　　　　　?(write) in free verse, with lines f varying length.?
traditinal
is written
During the Tang Dynasty, a high pint f classical Chinese petry, pems by Li Bai, Du Fu, and Wang Wei became very ppular. 6.　　　　　　(wide) knwn as a genius and ften called the “Immrtal Pet”, Li Bai (701—762) wrte with a rmantic style and his pems celebrated things such as friendship, nature, and wine. Du Fu (712—770) is als knwn as ne f the greatest Chinese 7.　　　　　　?(pet). He has been called the “Pet-Histrian” and the “Pet-Sage” by Chinese critics, and his pems cver a range f tpics, with his mst famus pems 8.　　　　　　　?(reflect) n the effects f war n the peple. Wang Wei (701—761) was 9.　　　　　 painter, musician, and pet, and he was well knwn 10.　　　　　 his lve f nature in his paintings and petry.?
reflecting
閱讀下面材料, 根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段, 使之構(gòu)成一篇完整的短文。續(xù)寫詞數(shù)應(yīng)為150左右。There are many things that we shuld be thankful fr in life, but many peple aren’t, including me.Grwing up, I wanted t be just like my mum. Kind and caring, she always seemed t make peple cmfrtable. Fr years she was a vlunteer in ur cmmunity. I lved ging t the lcal nursing hme t help her until I became a teenager. Suddenly, I was t invlved in my wrld t wrry abut helping thers.One summer day when I was twelve, Mum came int my rm and tld me t get up and meet her at the car.
I had planned t spend the day at the lake with friends. Why did she have t ruin everything? Eventually, I made my way utside. I imagined the lake water cling my skin. Feeling angry, I climbed int the car and slammed the dr shut. I sat in silence, t upset t make a cnversatin.“Tasha, wuld yu like t knw where we are ging?” Mum asked calmly.“I guess...” I murmured(咕噥) under my breath.“Sweetheart, we are ging t a children’s shelter. I have been there befre and I think it wuld benefit yu,” she explained.I felt even mre angry. Hw was I suppsed t help there?When we reached the shelter, I was rather surprised. It was a large white Victrian hme. As we gt clse t the large frnt prch, wind bells played a calm tune while trees and flwers welcmed us.
Maybe this wasn’t ging t be s bad. Mum rang the drbell. The dr pened and we were shwn t the frnt rm, where all f the children were playing. Tys were spread ut acrss the flr. I nticed a baby with wunds n his bdy. The majrity f the children had nticeable physical scars(傷疤) such as cuts, scratches(劃痕) and burns. What a terrible life they had befre they mved here! My heart sank.As I was lking arund, I felt a gentle pull n my shirt.? ?? ?I returned t the shelter with Mum several times. ?? ?
尋找續(xù)寫思路最簡(jiǎn)單的辦法就是根據(jù)續(xù)寫第二段的提示句判斷續(xù)寫第一段的內(nèi)容發(fā)展方向。另外, 原文的最后一句話或者最后一段也是續(xù)寫的重要提示, 它經(jīng)常使續(xù)寫內(nèi)容向著與原文開始的情況相反的方向發(fā)展。原文最開始講到作者小時(shí)候以媽媽為榜樣助人為樂, 但到了青少年時(shí)期, 卻沉迷于自己的世界不愿關(guān)心別人的事, 連媽媽帶她去孤兒院做志愿者都不情愿。續(xù)寫第二段的提示句 “I returned t the shelter with Mum several times.” 暗示作者愿意去孤兒院了; 而續(xù)寫第一段的提示句 “As I was lking arund, I felt a gentle pull n my shirt.” 中的gentle暗示作者對(duì)小女孩的行為并不介意。從以上兩點(diǎn)可以看出續(xù)寫第一段講述的應(yīng)該是作者給了小女孩關(guān)愛的回應(yīng), 續(xù)寫第二段應(yīng)著重描述作者的感想。
As I was lking arund, I felt a gentle pull n my shirt. I lked dwn t see a little girl with brwn eyes lking up at me. Her angelic face lighted, althugh there were sme scars n her little arms.“Hi, I’m Ashley. D yu want t play dlls with me?” she asked. I lked ver and saw Mum ndding t me with a smile. I bent tward Ashley and whispered,“Sure. I’d lve t.”Her tiny hand reached up and tk mine, and we walked tward the dll huse. Our time tgether brught her great jy and fun and she als made my day.
I returned t the shelter with Mum several times. During thse visits, sme f the children including Ashley shared their trubled pasts with me in great detail. I felt srry fr what had happened t them and treasured the friendship between us. I wuld like t d everything in my pwer t help the children there. At the same time, I learned t be grateful fr all that I had. It was a meaningful time in my yung life that I wuld never frget. It was Mum wh taught me the valuable lessn that summer.

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