英语北师大版选修6学案UNIT16SECTIONⅢLESSON2LESSON3PREREADING

Section_ⅢLesson2&Lesson3—Pre­readingeq\a\vs4\al([原文呈现])HelenKellerHelenKellerwasaveryspecialgirlwhoneededasuperb①teacher.Bythetimeshewassevenyearsold，②shestillcouldn'tspeak,readorwrite.Thiswasbecause③Helencouldn'tseeorhear.Withthesesevere④restrictions⑤onhermunication,Helen'sbehaviourwasoftenunbearable⑥.Shewasstubborn⑦andangry,andoftenbrokethingswhenshewasn'tunderstood.AnneSullivanwasbroughtin⑧tohelpHelen.Annewasateacherandformer⑨student⑩ataschoolfortheblindinBoston.Shehadhadeyesightproblemsearlyinlifeaswell⑪soshecouldrelateto⑫Helen'sdifficulties.HerfirstgoalwastostopHelen'stroublesome⑬behaviour.Helenwouldneedthisvaluablepreparationinorderto⑭learnlanguage.Shewouldalsoneedlotsoflove.WhenAnneandHelenfirstmet,AnnegaveHelenabighug⑮.eq\a\vs4\al([读文清障])①superb/sjuː'pɜːb/adj.精彩的，卓越的②bythetime引导时间状语从句③Thiswasbecause...“这是由于……〞，because引导表语从句。④severe/sI'vIə/adj.严峻的，严峻的severelyadv.严峻地，严峻地⑤restriction/rI'strIkʃən/n.限制，约束⑥unbearable/ʌn'beərəbl/adj.不能忍受的⑦stubborn/'stʌbən/adj.倔强的，固执的⑧bringin请来⑨former/'fɔːmə/adj.以前的⑩teacher和student共用冠词a，表示两种身份同时集中于一人身上。⑪aswell也⑫relateto能够理解并怜悯⑬troublesome/'trʌbəlsəm/adj.引起麻烦的⑭inorderto为了(＝soasto)⑮givesb.abighug紧紧地拥抱了某人一下海伦·凯勒[第1～2段译文]海伦·凯勒是一个很特殊的女孩，她需要一位精彩的老师。直到七岁的时候，她仍旧不会说话、阅读和写字。这是由于海伦看不见，也听不到。由于沟通上有这些严峻的障碍，海伦的行为常常令人难以忍受。她固执、易怒，在别人不明白她的意思时，就常打破东西。安妮·沙利文被请来关心海伦。安妮是波士顿一所盲人学校的老师，她也曾在那里就读。安妮年幼的时候也曾有过视力问题，所以能够对海伦的困难产生共鸣。她的第一个目标是要停止海伦常引起麻烦的行为。为了学习语言，海伦需要做这样重要的预备。她也需要许多的爱。当安妮和海伦第一次见面时，安妮就紧紧地拥抱了海伦。Helenwouldhavetolearntounderstandwordsspelledonherhand.⑯Anne'stechniquewassimpleandstraightforward⑰.ShewouldputanobjectintooneofHelen'shandsandspellthewordintoherotherhand.Shestartedwith⑱dolls.ShewouldletHelenplaywiththedoll,andthenspelltheletters“D­O­L­L〞intoherhand.Helenthoughtthiswasagame.Shehadaprecise⑲descriptionofherexcitementinherbook,TheStoryofMyLife：“Runningdownstairstomymother,Iheldupmyhandandmadethelettersfordoll.IdidnotknowthatIwasspellingawordoreventhatwordsexisted;Iwassimplymakingmyfingersgoinmonkey­like⑳imitation.eq\o(○,\s\up1(21))〞⑯spelledonherhand为过去分词短语作定语⑰straightforward/streIt'fɔːwəd/adj.直接的；坦率的⑱startwith用……开头beginwith以……开头tobegin/startwith首先，第一⑲precise/prI'saIs/adj.精确?????的，精确的⑳monkey­like像猴子般的(复合形容词)“名词＋形容词〞构成复合形容词。如：manlike像男子的eq\o(○,\s\up1(21))imitation/ImI'teIʃən/n.仿照imitatev．仿照[第3段译文]海伦将要学会理解拼写在她手上的单词。安妮的方法简洁而直接。她将一件物品放在海伦的一只手里，然后在她的另一只手里拼写单词。安妮从玩具娃娃开头。她让海伦玩娃娃，然后在她的手里拼写字母“D­O­L­L〞。海伦以为这是个嬉戏。她在她的书?我的生活故事?中精确?????地描述了自己的兴奋：“我冲下楼梯跑向妈妈，举起手，拼写玩具娃娃的字母。我不知道自己在拼写一个单词，更不知道单词的存在；我只是简洁地像猴子般地仿照着移动手指。〞Thenoneday,AnnetookHelenouttothewell.AnneputHelen'shandunderthewater.Asthewaterflowedeq\o(○,\s\up1(22))overonehand,Annespelled“w­a­t­e­r〞intotheotherhand.Thensuddenly,Helenhadaburstofeq\o(○,\s\up1(23))understanding;themovementofthefingersmeantthecoolwaterflowingoverherhand.Thispreciouseq\o(○,\s\up1(24))knowledgegaveherhopeandjoy.Finally,theworldofwordswasopeninguptoher.Nowthateq\o(○,\s\up1(25))Helenunderstoodthekeytolanguage,shewasveryeagereq\o(○,\s\up1(26))tolearnmoreanduseitasmuchasshecouldeq\o(○,\s\up1(27)).ChildrenwhocanseeandhearlearnlanguageeasilybutforHelen,itwasagradualeq\o(○,\s\up1(28))andsometimespainfulprocess.However,theresultswereamazing.AsHelen'sknowledgeandvocabularyexpandedeq\o(○,\s\up1(29))，sheaskedmoreandmoreeq\o(○,\s\up1(30))questions.Thissoonledhertodiscovereq\o(○,\s\up1(31))moreplexeq\o(○,\s\up1(32))wordsandchangedherthinkingprocesses.Tryingtolearntheword“love〞wasanexperiencethatsherememberedwell.Thisishowshedescribeditinherbook,TheStoryofMyLife：eq\o(○,\s\up1(22))flowv．流淌flowover/through/down/into流过；流进eq\o(○,\s\up1(23))aburstof...……的突然爆发aburstofanger/enthusiasm/temper怒火/热忱/脾气的爆发eq\o(○,\s\up1(24))precious/'preʃəs/adj.宝贵的，宝贵的eq\o(○,\s\up1(25))nowthat既然，由于eq\o(○,\s\up1(26))eager/'iːɡə/adj.渴望的，热衷的eq\o(○,\s\up1(27))asmuchasonecan/could＝asmuchaspossible尽量多eq\o(○,\s\up1(28))gradual/'ɡrædʒʊəl/adj.渐渐的eq\o(○,\s\up1(29))expand/Ik'spænd/v.扩大，扩充eq\o(○,\s\up1(30))moreandmore越来越多的eq\o(○,\s\up1(31))eq\o(○,\s\up1(32))plex/'kɒmpleks/adj.简单的plicatev．使简单plicatedadj.简单的[第4～6段译文]后来有一天，安妮带海伦来到了水井边。安妮将海伦的手放在水的下方。当水流过一只手时，安妮在另一只手里拼写“w­a­t­e­r〞一词。一瞬间，海伦突然明白了：手指的运动表示凉爽的水正在流过她的手。这一宝贵学问给了她盼望和欢快。最终，词语世界向她放开了。,既然海伦理解了语言之谜，她特别渴望学习更多的词语并且尽可能多地使用它们。能看和听的孩子学语言很简洁，但是对海伦来说，这是一个渐进的、有时是苦痛的过程。然而，结果是令人赞叹的。,随着学问不断拓展、词汇不断丰富，海伦问的问题越来越多。这很快就使她发觉更简单的词汇，并且转变了她的思索过程。学习“爱love〞这个词的过程是她记忆深刻的一次经受。她在自己的书?我的生活故事?里是这样描述的：“IrememberthemorningthatIfirstaskedthemeaningoftheword‘love’.ThiswasbeforeIknewmanywords.Ihadfoundafewearlyvioletseq\o(○,\s\up1(33))inthegardenandbroughtthemtomyteacher...MissSullivanputherarmgentlyroundmeandspelledintomyhand,‘IloveHelen.’‘Whatislove？’Iasked.Shedrewmeclosertoherandsaid,‘Itishere，’pointingtoeq\o(○,\s\up1(34))myheart...eq\o(○,\s\up1(35))HerwordspuzzledmeverymuchbecauseIdidnotthenunderstandanythingunlesseq\o(○,\s\up1(36))Itouchedit.〞Themeaningoflovewasstillnotapparenteq\o(○,\s\up1(37))toHelenbutshekeptontryingtounderstand.“Ismeltthevioletsinherhandandasked,halfinwords,halfinsigns,aquestionwhichmeant,‘Islovethesweetnesseq\o(○,\s\up1(38))offlowers？’‘No，’saidmyteacher.〞eq\o(○,\s\up1(33))violet/'vaIəlIt/n.紫罗兰eq\o(○,\s\up1(34))pointto指向pointone'sgunat用枪指着……pointout指出eq\o(○,\s\up1(35))pointingtomyheart...作伴随状语eq\o(○,\s\up1(36))unless“假如不，除非〞，引导条件状语从句(＝if...not)。eq\o(○,\s\up1(37))apparent/ə'pærənt/adj.明显的，显而易见的eq\o(○,\s\up1(38))sweetness/'swiːtnIs/n.甜美，温顺sweetadj.甜的[第7～8段译文]“我记得我第一次问‘爱’这个词的意思的那个早晨。这是在我知道许多词之前。我在花园里发觉了几枝早开的紫罗兰花，我把花拿给我的老师……沙利文小姐轻柔地将她的手臂环绕着我，在我的手里拼写‘我爱海伦’。‘什么是爱？’我问道。她将我拉近一些，然后指着我的心说，‘它在这里。’……她的话使我感到特别困惑，由于那时我假设不用手触摸就什么都不理解。〞,海伦对爱的意思还是不明白，但是她连续努力去理解。“我闻到她手里的紫罗兰花，一半用单词，一半用手势，我问了这样一个问题，‘爱是花的甜美吗？’‘不是，’我的老师说。〞Helenthenfeltthewarmtheq\o(○,\s\up1(39))ofthesunshiningonthem.Shepointedupandaskedifthatwaslove.Whenherteachersaidthatitwasn't,shewasconfusedanddisappointed.“Ithoughtitstrangethateq\o(○,\s\up1(40))myteachercouldnotshowmelove.〞Theword“think〞wasalsoadifficultoneforHelenbutshehadabreakthrougheq\o(○,\s\up1(41))whileworkingeq\o(○,\s\up1(42))onasimpletask.ShewasmakingnecklaceswiththehelpofMissSullivanwhenshenoticedthatshehadmadesomemistakes.Uncertaineq\o(○,\s\up1(43))abouthowtofixthemeq\o(○,\s\up1(44))，shestoppedtothinkcarefully.Asshedidthis,MissSullivantouchedHelen'sheadandspelledtheword“think〞intoherhand.“Inaflasheq\o(○,\s\up1(45))Iknewthatthewordwasthenameoftheprocessthatwasgoingoneq\o(○,\s\up1(46))inmyhead.〞eq\o(○,\s\up1(39))warmth/wɔːmθ/n.暖和adj.＋­th变名词：long→lengthwide→widthtrue→truthyoung→youtheq\o(○,\s\up1(40))it作形式宾语，that从句为真正宾语eq\o(○,\s\up1(41))breakthrough/breIkθruː/n.突破，重大发觉eq\o(○,\s\up1(42))whileworking中省略了从句中的主语和be动词。eq\o(○,\s\up1(43))uncertain/ʌn'sɜːtn/adj.不确定的beuncertainabout对……不确定eq\o(○,\s\up1(44))uncertainabout...为形容词短语作状语。eq\o(○,\s\up1(45))inaflash转瞬间，马上flashback(电影)闪回，倒叙eq\o(○,\s\up1(46))goon进行，发生goontodo接着做(另一件事)goondoing连续做(同一件事)[第9～10段译文]海伦感觉到照射着她们的太阳的暖和，指着上面问那是不是爱。当她的老师否认时，海伦既困惑又绝望。“我感到惊奇的是老师不能告知我什么是爱。〞“思索〞这个词对海伦来说也是一个很难学的词，但是在做一件简洁的事情时，她取得了突破性的进展。海伦正在沙利文小姐的关心下制作项链时，留意到自己出了一些错。由于不能确定怎样改正她停下来认真地思索。当她这样做时，沙利文小姐摸摸她的头，在她的手里拼写“思索〞这个词。“一瞬间，我明白了这个词便是我头脑中正在进行的这个过程的名称。〞ItwasthefirsttimeHelenhadunderstoodsuchaplexwordeq\o(○,\s\up1(47))—awordforsomethingshecouldn'ttouch.Atthatmomenteq\o(○,\s\up1(48))，hermindreturnedtotheword“love〞.Asshethoughtaboutitsmeaningagain,thesuncameout.Shepointedtothesunandaskedherteacheragainifthatwaslove.AnneansweredHelenbyexplainingthatlovewaslikethesunandcloudsinawayeq\o(○,\s\up1(49)).Youcannottouchtheclouds,youknow;butyoufeeltherain...Youcannottouchloveeithereq\o(○,\s\up1(50))；butyoufeelthesweetnessthatitpoursintoeq\o(○,\s\up1(51))everything.Withoutloveyouwouldnotbehappyorwanttoplay.Inthatvivideq\o(○,\s\up1(52))moment,Helenfinallyunderstoodthebeautifultruthoftheword“love〞．eq\o(○,\s\up1(47))Itwasthefirst/second...timethat...“第一次……〞，从句用过去完成时。eq\o(○,\s\up1(48))atthatmoment在那一刻forthemoment临时inamoment立刻atanymoment随时eq\o(○,\s\up1(49))inaway在某种程度上，从某方面来说(＝inoneway)eq\o(○,\s\up1(50))eitheradv.也(不)，用于否认句中。eq\o(○,\s\up1(51))pourinto投入；注入pourout倾诉，尽情地说eq\o(○,\s\up1(52))vividadj.生动的，栩栩如生的[第11～12段译文]这是海伦第一次理解这样一个简单的词——一个她触摸不到实物的词。在那一刻，她的思想回到了“爱〞这个词。当她再次思索它的意思时，太阳出来了。海伦指着太阳，又一次问老师那是不是爱。安妮答复海伦，解释说爱在某种程度上就像太阳和云。“你知道，你不能触摸云彩，但是你能感觉到下雨……你同样触摸不到爱，但你却能体会到爱注入万物之中的甜美。没有爱，你不会欢快，也不想玩耍。〞在那生动的一刻，海伦最终明白了“爱〞这个词的漂亮真谛。对应同学用书P13Pre­readingPleasematchthewordswiththeirpropermeanings.1．specificA．easytobeseen;visible2．vividB．tobeeormakesth.greaterinsize,numberorimportance3．stubbornC．producingveryclearpicturesinyourmind4．tease D．clearandaccurate5．severeE．detailedandexact6．preciseF．ofhighcostorworth;valuable7．preciousG．tomakesb.feellessconfidentaboutdoingsth.8．discourageH．veryserious9．expandI．tomakefunofsb.10．apparentJ．determinednottochangeyouropinionorattitude11．significanceK．difficulttounderstand12．plexL．theimportanceofsth.1～5_________6～10_________11～12_________答案：1～5ECJIH6～10DFGBA11～12LKLead­inLookatthefollowingpicturesandanswerquestions.Whoarethey？What'stherelationshipbetweenthem?Canyoutellmesomethingaboutthem?参考答案：TheyareHelenKellerandAnneSullivan.AnneSullivanisHelenKeller'steacherandshehelpedHelenKellertoreadandwrite.HerlovechangedHelenKeller'slifeandopenedanewworldforher.HelenKellerisanAmericanwriter,lecturer,socialactivistof19thcentury.Shebuiltcharityorganizationsanddevotedherselftobringingbenefittothedisabled.Inaddition,shewrotemanyfamousbooksduringherlifesuchasIfIhavethreedaystosee,Thestoryofmylifeandsoon.While­readingFast­readingScanthetextandnumbertheseeventsintheorderthattheyhappened.________AsHelen'sknowledgeandvocabularyexpanded,sheaskedmoreandmorequestions.________AnneSullivanwasbroughtintohelpHelen________AsthewaterflowedoveronehandofHelen,Annespelled“w­a­t­e­r〞intoherotherhand.________WhenAnneandHelenfirstmet,AnnegaveHelenabighug.________BythetimeHelenwasseven,shestillcouldn'tspeak,readorwrite.________Inthatvividmoment,Helenfinallyunderstoodthebeautifultruthoftheword“love〞．答案：524316Careful­reading(Ⅰ)Readthetextcarefullyandchoosethebestanswer.1．WhichworddoyouthinkhadmuchmoreinfluenceonHelen'slanguagelearning?A．Doll. B．Love.C．Think. D．Water.2．WhichofthefollowingstatementsisNOTright?A．Beforesevenyearsold,Helencouldmunicatewithherparentsinsimplelanguage.B．AnneSullivanhadsometeachingexperiencebeforeshecametoteachHelen.C．AnneSullivanwasverypatientandlovedHelenverymuch.D．WhenHelenlearnedlanguage,shefolloweda“simple­to­plex〞way.3．Fromthepassagewecanknowthat________.A．Helenknewwellonhowtolearnabstract(抽象的)wordsB．Helenhadsomedifficultylearningwordsthatshecouldn'ttouchC．Helengaveuptryingwhenshecouldn'tunderstandthemeaningof“love〞D．Helencouldlearnlanguageaseasilyaschildrenwhocouldseeandhear4．Whichofthefollowingistalkedinthetext?A．HowHelenKellerlearnedtoplaygames.B．HowHelenKellermunicatedwithherteacher.C．HowHelenKellerlearnedthewords.D．HowHelenKellergotoverthedifficulties.答案：1～4DABC(Ⅱ)Fillinthechartwiththeinformationinthetext.CharactersTimeWhathappenedAnneBeforeshecametoHe­len'shomeAnnewasonceateacherand(1)formerstudentataschoolfor(2)the_blindinBoston.Aftersheca­metoHe­len'shomeHerteachingmethodwasvery(3)simpleand(4)straightforward.Shewouldputan(5)objectintooneofHelen'shandsandspellthewordintoherotherhand.HelenBeforeAnnecametoherhomeHelenwasvery(6)stubbornandangry.Sheoften(7)brokethingswhenshewasnotunderstood.Suchbehaviourwas(8)unbearable.AfterAnnecametoherhomeHelenbegantolearnwordsby(9)touching,_andsheevencouldunderstandthekeytolanguage.Hervocabulary(10)expanded,_andshecouldaskmoreandmorequestions,whichledhertodiscovermore(11)plexwordsandchangedher(12)thinkingprocess.Study­readingAnalyzethefollowingdifficultsentencesinthetext.1．NowthatHelenunderstoodthekeytolanguage,shewasveryeagertolearnmoreanduseitasmuchasshecould.[句式分析][尝试翻译]既然海伦理解了语言之谜，她特别渴望学习更多的词语并尽可能多地运用它们。2．HerwordspuzzledmeverymuchbecauseIdidnotthenunderstandanythingunlessItouchedit.[句式分析]句子主干：Herwordspuzzledmeverymucheq\f(becauseIdidnotthenunderstandanything,缘由状语从句)unlessItouchedit.→条件状语从句[尝试翻译]她的话使我感到特别困惑，由于那时我假设不用手触摸就什么都不理解。3．Theword“think〞wasalsoadifficultoneforHelenbutshehadabreakthroughwhileworkingonasimpletask.[句式分析]whileworking...为状语从句的省略形式，完整句子为：whileshewasworking...[尝试翻译]“思索〞这个词对海伦来说也是一个很难学的词，但是在做一件简洁的事情时，她取得了突破性的进展。4．ItwasthefirsttimeHelenhadunderstoodsuchaplexword—awordforsomethingshecouldn'ttouch.[句式分析][尝试翻译]这是海伦第一次理解这样一个简单的词——一个她触摸不到实物的词。Ⅰ.阅读理解AIn1941,apoorPolishfarmwomanZofiaBanyatraveledfromthecountrysidetoIsraelRubinek'svillagestore,butfoundshedidn'thaveenoughmoneytopayforthethingssheneeded.IsraelRubinek,anoutgoing21­year­oldshopkeeper,toldZofianottoworry:They'dsettleupthenexttimeshecametoPinczow,inGerman­occupiedPoland,tosellbutterandeggs.Itwaswartimeandhardlyanyoneofferedcredit.Whoknewwhatlifewouldbelikeadaylater,letaloneaweek?In1943,whenJewswerebeingkilledorroundedupintoconcentrationcamps,ZofiasentwordthroughafriendaskingIsraelandhisyoungwifeFraniatoetoherfarm.ThePolishwomanhadlittletooffer,butshecouldshelterthem.Heractioninvolvedextremedanger.PeoplecouldbeshotforharboringJews.“Ifeltsomuchpityforthemitwasimpossibletobetray(背叛)them，〞ZofiasaysinthedocumentarySoManyMiracles,madebytheRubineks'onlychild,Saul,aCanadianactoranddirector.SheshelteredtheRubineksforalmosttwoandahalfyears.In1986,SaulreturnedtoPolandwithhisparents,whoweregoingbackforthefirsttimein40years,tovisitZofia.Sauldocumentedtheiremotionalreunioninthedocumentaryandinabookofthesametitle.TheBanyasandRubinekslivedtogether,sharingonewhitewashed,dirt­flooredroom.TherewasalittlespacedugoutbeneaththewoodstovewheretheRubinekshidwhenneighborsortheauthoritiescame.Germansoldiersmandeered(强占)theroomonenightandsleptinchesawayfromtheterrifiedRubineks.Israelhadacoughthathecouldnotcontrol.Zofia'sson,Maniek,whowasa7­year­oldchildatthetime,feltamoraldutytosafeguardthecouple:hepurposelycoughedrestlesslythroughthenightsothesoldierswouldn'thearIsrael.AftertheSecondWorldWar,theRubineksmovedtoMontreal,Canada.ButSaulandhisparentsdidn'tforgetZofia.Fromthemomenttheyarrivedanduntiltheydied—Israelin1996,Franiain2000—IsraelandFraniaregularlysentmoneytoZofia.“Ofcoursemyparents'livesweresavedbecauseofthekindnessofthiswoman，〞saysSaul,62.“Sheandherfamilyriskedtheirlivestosavemyparents.〞语篇解读：本文是记叙文。二战期间，一名犹太店主给一位波兰农妇行了个便利，后来这位妇女冒着极大危急让犹太店主和他的妻子在自己的农场避难。1.Whathappenedin1943?A．IsraelcametoFrania'sfarm.B．ZofiaprotectedtheRubineks.C．ZofiaborrowedmoneyfromIsrael.D．TheRubineksweresenttoconcentrationcamps.解析：选B推理推断题。由其次段中的“In1943...ZofiasentwordthroughafriendaskingIsraelandhisyoungwifeFraniatoetoherfarm...butshecouldshelterthem.〞可知，1943年的时候，Zofia爱护了Rubinek夫妇。2．WhatdoesSaul'sfilmrecord?A．Zofia'sterriblesufferingsduringthewar.B．ChangesinZofia'sfamilyduringthewar.C．Hisfamily'smeetingwithZofialongafterthewar.D．Hisparents'lifeinMontreal,Canadaafterthewar.解析：选C细节理解题。由第四段中的“Sauldocumentedtheiremotionalreunioninthedocumentary〞可知，这部纪录片记录了多年以后Saul和父母回到波兰探望Zofia的经受。3．WhathappenedwhentheGermansoldiersstayedinthehouse?A．TheRubineksescapedfromthehouse.B．TheGermansdiscoveredtheRubineks.C．ManiekmanagedtoprotecttheRubineks.D．ZofiafoughtagainsttheGermansoldiers.解析：选C细节理解题。由倒数其次段中的“Zofia'sson,Maniek,whowasa7­year­oldchildatthetime,feltamoraldutytosafeguardthecouple：hepurposelycoughedrestlesslythroughthenightsothesoldierswouldn'thearIsrael.〞可知，在德国兵留宿的那个晚上，Maniek胜利爱护了Rubinek夫妇。4．HowdoesSaul'sfamilyfeelaboutZofia?A．Ratherembarrassed. B．Extremelygrateful.C．Verydisappointed. D．Deeplyashamed.解析：选B推理推断题。由末段内容可知，Saul一家对恩人Zofia无限感谢。BKwameAlexanderisabest­sellingauthorof24books.Hisnovelinverse(诗体)TheCrossoverwontheNewberyMedalin2015,andwasfollowedbyanotherversenovelin2016,Booked.Inthejust­releasedThePlaybook:52RulestoAim,Shoot,andScoreinThisGameCalledLife,Alexanderaimstoinspirereaderstodreambigandreachfortheirgoals.TimeForKids：WhatcanyoutellusaboutThePlaybook?KwameAlexander：Iwantedtowriteabookabouthowimportantitistopersevere(坚持)andacceptthechallengesthate,becausetheyonlymakeyoustronger.AndIwantedtodoitinareallycoolandfunway,usingsportsasametaphor(隐喻),sostudentswouldbeinterestedinreadingabookthatistellingthemhowtomaketheirlivesbetter.TFK：Wheredidyougettheideaforthebook?Alexander：InTheCrossover,thefatherofthemaincharacters,JoshandJordan,givesthemtheserulesforlife,calledBasketballRules.Well,IwashavingbreakfastwithafriendofmineinNewYorkCity.Hesaid,“Kwame,IlovethoseBasketballRulesyouhaveinTheCrossover.Youshouldthinkaboutwritingawholebookonthose.〞That'swhereitallbegan.TFK：Isithardtomixsportsandpoetry(诗歌)?Alexander：Ilovesports,andI'vebeenwritingpoetrysinceIwasakid.Sothosetwothingsareasnaturaltomeasbreathing,laughingandwalking.TFK：You'vesaidteachersneedtomakelearningpoetryfun.Didyouhaveateacherlikethisasakid?Alexander：Mymom.ShereadpoetrytomysistersandmewhenIwasakid,andshewouldmakethewordsjumpoffthepage!TFK：Whatadvicewouldyougivetoyoungwriters?Alexander：Readeverythingyoucangetyourhandson.Thebestwaytobeeagoodwriteristoreadwhatotherpeoplehavewritten.eq\x(语篇解读：本文是应用文。文章是对畅销书作家KwameAlexander的采访。)5.WhatcanwelearnaboutThePlaybook?A．Itisahistoricalnovel.B．ItwontheNewberyMedal.C．Itisactuallyaboutrulesforlife.D．ItisbasedonAlexander'struelife.解析：选C细节理解题。由ThePlaybook的副标题52RulestoAim,Shoot,andScoreinThisGameCalledLife和文中Alexander解释写这本书的目的abookthatistellingthemhowtomaketheirlivesbetter可知，ThePlaybook是一本关于人生法那么的书。6．WhoinspiredAlexandertowriteThePlaybook?A．Hismomwhoreadpoetrytohim.B．Theteacherwhotaughthimpoetry.C．HisfriendwhoreadTheCrossover.D．ThetwocharactersinTheCrossover.解析：选C细节理解题。由文中的“afriendofmine...lovethoseBasketballRules...inTheCrossover...thinkaboutwritingawholebookonthose〞可知，一位读过Alexander诗体小说TheCrossover的伴侣特别喜爱其中的BasketballRules，因而启发他创作了ThePlaybook。7．WhenAlexanderwasakid,howdidhefeelaboutpoetry?A．Itwasratherboring. B．Itwasquitedifficult.C．Itwasprettymysterious. D．Itwasveryinteresting.解析：选D推理推断题。由文中的“I'vebeenwritingpoetrysinceIwasakid〞和“Mymom...wouldmakethewordsjumpoffthepage！〞可知，小时候常常给Alexander读诗歌的妈妈能使那些诗词跃然纸上，由此推想在妈妈的影响下，从小就喜爱写诗的Alexander觉得诗歌很有意思。8．InAlexander'smind,what'simportanttobeeagoodwriter?A．Alwaysdreambig.B．Gladlyacceptchallenges.C．Readasmuchaspossible.D．Haveawideknowledgeofpoetry.解析：选C细节理解题。由最终一局部Alexander给那些想成为优秀作家的年轻人的建议“Readeverythingyoucangetyourhandson.〞可知。CPeoplewhodonotgetenoughvitaminCmayfeeltired.Theirlegsmayhurt.Theirgums(牙龈)maybegintobleedandevenfallout.Thesearethesymptomsofscurvy(坏血病)．Inthe1800s,sailorsoftenspentlongtimeatsea.That'swhymanydevelopedscurvy.Whilelookingformoreinformationaboutscurvy,14­year­oldAmberCuisawsomedietaryguidelinesthatremendedeatingvitamin­C­richfruitsandvegetablesraw.Amberhatesrawgreenpeppers,butdoesn'tmindthemcooked.SoshebegantowonderwhatcookingdoestovitaminClevelsofvegetables.RawpeppersindeedhadthemostvitaminC,shefound.TenminutesofboilingreducedthevitaminClevelbyabout25percent.Butasthepepperswereboiledfor20or30minutes,shesays,thevitaminClevelbegantoriseagain.Thismightbebecauseafterbeingboiledforthatlong,thepeppersbegintolosewater.Thatcouldconcentrate(浓缩)thevitamininthevegetable.Mostpeopleprobablydon'tblendtheirpeppersbeforetheyeatthem.Butwedochewanddigestthem.That'showthebodyisabletobreakdownthehardcellwallsofplantstoapproachtheirvitamins,notesAnitraCarr.ShestudiesthehealtheffectsofvitaminCattheUniversityofOtagoinChristchurch,NewZealand.Amber'spepperresultsaresimilartootherscientificfindings,Carrsays.“TheamountofvitaminCinfoodsgenerallydecreaseswithcooking，〞shenotes.Thevitamincangointothewaterinwhichpeppersarecooked.Heatandotherchemicalprocessescanalsobreakitdown.ButwemightstillgetmorevitaminCfromsomecookedvegetablesthanraw,Carrsays.How?Cookingorblendingcansoftenandbreakupplantcellwalls,sheexplains.Thiscanmakeiteasierforthebodytousethevitaminsinside.eq\x(语篇解读：本文是说明文。讨论发觉，烹饪会转变蔬菜中维生素C的含量。)9.Whydidmanysailorsdevelopscurvy?A．TheylackedgoodsourcesofvitaminC.B．Theylivedanunbalancedlife.C．Theyatetoomuchseafood.D．Theyoftengotwounded.解析：选A推理推断题。由第一段“PeoplewhodonotgetenoughvitaminCmay...Inthe1800s,sailorsoftenspentlongtimeatsea.That'swhymanydevelopedscurvy.〞可知，水手由于缺少维生素C的来源，所以会得坏血病。10．WhydidAmberCuidotheexperiment?A．Toprovedietaryguidelinesarecorrect.B．Toencouragepeopletoeatgreenpeppers.C．Tofindthebestwaytop