问答题Passage 1　　Literature is a form of art that can be enjoyed without formal instruction. However, people with 1 knowledge of literature may miss a lot 2 reading a novel, short story, poem, play, or 3. These readers are comparable to the 4 at a f

You don't know what you've got till it's gone,Joni Mitchell rold us.So now that the 2018 Nobel Prize in Literature will be postponed-it seems worth asking what,exactly,the prize gives us.For decades,the choices of the Swedish Academy have failed to provoke much interest from American publishers and readers.This i.s not just because American readers are resistant to fiction in translation,as publishers often complain.On the contrary,over the last two decades,many foreign writers have made a major impact on American literature.But then,the failure of the Swedish Academy to reflect the actual judgment of literary history is nothing new.If you drew a Venn diagram showing the winners of the Nobel Prize in one circle and the most influential and widely read 20th-century writers in the other,their area of overlap would be surprisingly small.Does this mean that a different group of critics and professors in a bigger,more diverse country woulcl have done a better job at picking the winners?Very possibly.In the mind of the general public,the Nobel basically descends from the sky to bless the winner.But it is nothing more or less than the decision of a particular group of readers,with their own strengths and weaknesses.And the problem with the Nobel Prize in Literature goes deeper.No matter who is in the room where it happens,the Nobel Prize is based on the idea that merit can best be determined by a small group of specialists.This may make sense for the prizes in the sciences,since those fields are less than penetrable to anyone but fellow practitioners.Even in the sciences,however,there is a growing sense that the tradition of awarding the prize to just one or two people distoris the way modern science is actually practiced today:Most important discoveries are the work of teams,not of individual geniuses brooding in isolation.Literature is at least produced by individual authors;but in this case,the Nobel's reliance on seemingly expert judgment runs into a different problem.For literature is not addressed to an audience of experts;it is open to the judgment of every reader.Nor is literature proZressive,with new discoveries replacing old ones:Homer is just as groundbreaking today as he was 2,500 years ago.This makes it impossible to rank literary works according to an objective standard of superiority.Good criticism helps people to find the books that will speak to them,but it doesn't attempt to simply name"the most outstanding work,"in the way the Nobel Prize does.A book earns the status of a classic,not because it is approved by a committee or put on a syllabus,but simply because a lot of people like it for a long time.Literary reputation can only emerge on the free market,not through central planning.
Which of the following is true of the Nobel Prize in Literature according to Para.3?

A.Its judges are narrow-minded.
B.lts value is overstated by the public.
C.Its decision is interfered by amateurs.
D.Its rewards for the winners are falling.

You don't know what you've got till it's gone,Joni Mitchell rold us.So now that the 2018 Nobel Prize in Literature will be postponed-it seems worth asking what,exactly,the prize gives us.For decades,the choices of the Swedish Academy have failed to provoke much interest from American publishers and readers.This i.s not just because American readers are resistant to fiction in translation,as publishers often complain.On the contrary,over the last two decades,many foreign writers have made a major impact on American literature.But then,the failure of the Swedish Academy to reflect the actual judgment of literary history is nothing new.If you drew a Venn diagram showing the winners of the Nobel Prize in one circle and the most influential and widely read 20th-century writers in the other,their area of overlap would be surprisingly small.Does this mean that a different group of critics and professors in a bigger,more diverse country woulcl have done a better job at picking the winners?Very possibly.In the mind of the general public,the Nobel basically descends from the sky to bless the winner.But it is nothing more or less than the decision of a particular group of readers,with their own strengths and weaknesses.And the problem with the Nobel Prize in Literature goes deeper.No matter who is in the room where it happens,the Nobel Prize is based on the idea that merit can best be determined by a small group of specialists.This may make sense for the prizes in the sciences,since those fields are less than penetrable to anyone but fellow practitioners.Even in the sciences,however,there is a growing sense that the tradition of awarding the prize to just one or two people distoris the way modern science is actually practiced today:Most important discoveries are the work of teams,not of individual geniuses brooding in isolation.Literature is at least produced by individual authors;but in this case,the Nobel's reliance on seemingly expert judgment runs into a different problem.For literature is not addressed to an audience of experts;it is open to the judgment of every reader.Nor is literature proZressive,with new discoveries replacing old ones:Homer is just as groundbreaking today as he was 2,500 years ago.This makes it impossible to rank literary works according to an objective standard of superiority.Good criticism helps people to find the books that will speak to them,but it doesn't attempt to simply name"the most outstanding work,"in the way the Nobel Prize does.A book earns the status of a classic,not because it is approved by a committee or put on a syllabus,but simply because a lot of people like it for a long time.Literary reputation can only emerge on the free market,not through central planning.
It can be inferred from Para.5 that

A.literary creation requires more talent than science.
B.nowadays literature is seeing a decline and fall.
C.old literary works do not always lack novelty.
D.there are no criteria for ranking literary works.

You don't know what you've got till it's gone,Joni Mitchell rold us.So now that the 2018 Nobel Prize in Literature will be postponed-it seems worth asking what,exactly,the prize gives us.For decades,the choices of the Swedish Academy have failed to provoke much interest from American publishers and readers.This i.s not just because American readers are resistant to fiction in translation,as publishers often complain.On the contrary,over the last two decades,many foreign writers have made a major impact on American literature.But then,the failure of the Swedish Academy to reflect the actual judgment of literary history is nothing new.If you drew a Venn diagram showing the winners of the Nobel Prize in one circle and the most influential and widely read 20th-century writers in the other,their area of overlap would be surprisingly small.Does this mean that a different group of critics and professors in a bigger,more diverse country woulcl have done a better job at picking the winners?Very possibly.In the mind of the general public,the Nobel basically descends from the sky to bless the winner.But it is nothing more or less than the decision of a particular group of readers,with their own strengths and weaknesses.And the problem with the Nobel Prize in Literature goes deeper.No matter who is in the room where it happens,the Nobel Prize is based on the idea that merit can best be determined by a small group of specialists.This may make sense for the prizes in the sciences,since those fields are less than penetrable to anyone but fellow practitioners.Even in the sciences,however,there is a growing sense that the tradition of awarding the prize to just one or two people distoris the way modern science is actually practiced today:Most important discoveries are the work of teams,not of individual geniuses brooding in isolation.Literature is at least produced by individual authors;but in this case,the Nobel's reliance on seemingly expert judgment runs into a different problem.For literature is not addressed to an audience of experts;it is open to the judgment of every reader.Nor is literature proZressive,with new discoveries replacing old ones:Homer is just as groundbreaking today as he was 2,500 years ago.This makes it impossible to rank literary works according to an objective standard of superiority.Good criticism helps people to find the books that will speak to them,but it doesn't attempt to simply name"the most outstanding work,"in the way the Nobel Prize does.A book earns the status of a classic,not because it is approved by a committee or put on a syllabus,but simply because a lot of people like it for a long time.Literary reputation can only emerge on the free market,not through central planning.
It's implied that the Swedish Academy fails to

A.see the value of non-English novels.
B.arouse the passion of worldwide readers.
C.recognize many historically great writers.
D.expand the influence of American literature.

二、考题解析
【教学过程】
Teaching aims:
Knowledge aim:
Students can master the format of the news bulletin.
Ability aim:
Students can organize their news writings well by imitating the sample.
Emotional aim:
Students will be more sensitive to different genres of literature.
Key and difficult point:
Key Point: Students can write a news bulletin in correct format.
Difficult Point: Students can actively convey messages in written English.
Teaching procedure:
Step 1: Warming-up
1. Greet the students.
2. Play a short piece of video which is a recent international news, then encourage students to talk about their opinions towards this news.
Step 2: Pre-writing
1. The teacher read the passage for students and ask them to decide which style of writing it belongs to.
2. Let students read it again and work in groups of four to conclude the structure that the reporter used to write this passage. Present students’ answers on the blackboard.
3. Continue the group work. Have a discussion about the news happened recently.
Step 3: While-writing
Give students 15 minutes to write a news bulletin according to the standard format. Remind them to pay attention to the tense, structure, and the coherence.
Step4: Post-reading
1. Deskmates check the writings for each other.
2. Invite some volunteers to share their news by reading them aloud.
3. The teacher gives them some comments.
Step5: Summary and Homework
Summary: the teacher will summarize today’s key point.
Homework: students revise their own works after class; each group need to make a newspaper by organizing members’ news reports together.



1.How well will your students do in this writing class?

2.Please talk about a news you heard recently.

二、考题解析
【教学设计】
Teaching aims:
Knowledge aims:
Students will know about the relation between shadow and the sun through reading the passage.
Students will master the usage of comparative degree in the reading.
Ability aim:
Students will apply the comparative degree to retell the story.
Emotional aim:
Students will be more interest in learning English.
Key and difficult point:
Key Point: Students will master the usage of comparative degree in the reading.
Difficult Point: Students will apply the comparative degree to retell the story.
Teaching procedure:
Step 1: Warming-up
1. Greetings.
2. Play a riddle--it rises up and goes down every day, what is it? and students guess it’s the sun, then lead to the story about the sun.
Step 2: Pre-reading
According to the word “sun”, students have a brainstorm about what natural phenomenon about sun they have known.
Step 3: While-reading
1. Fast reading: students read the passage fast and figure out what the tree and the duck are talking about.
2. Careful reading: students read the passage carefully and answer the question: why does the shadow get longer when the sun gets lower? And underline the words with “er”.
3. The teacher explains the words with “er” to the students.
Step4: Post-reading
1. Students work in pairs to make a role-play (one is the little duck, the other is the old tree) to make a conversation according to the passage.
2. Students work in groups to find the real reason why the shadow gets longer when the sun gets lower.
Step5: Summary and Homework
Summary: ask a student to conclude the content of the lesson and summarize with the whole class.
Homework: students tell the story to their parents.
Blackboard design:



1.Do you think repeated practice is suitable for English learning?
2.What do you think of English class activities such as role-play?

二、考题解析
【教案】
Teaching Aims:
Knowledge aim: Students will master some new words like“hybrid rice”and some phrases like “be satisfied with”.They can also know more information about Dr Yuan.
Ability aim: Students acquire the skills of reading and can get the main or detailed information easier than before.题目来源于考生回忆
Emotional aim: Students will understand the importance of agriculture and don’t waste any rice anymore.
Teaching Key Points:
Students understand the whole passage clearly and get some useful expressions that they can apply to their daily life.
Teaching Difficult Points:
Students can be inspired by the devotion of Dr Yuan, as a result they would like to do something useful for all the people in the future.
Teaching Methods:
Communicative teaching method, task-based teaching method, situational teaching method.
Teaching Aids:
PPT, Blackboard and so on
Teaching Procedures:
Step 1: Warming up题目来源于考生回忆
1.Greetings
2.Lead in：read a poem and let’s free talk. The teacher asks students two questions.
Poem:The peasant’s lot—Farmers’ weeding at the noon, sweat down the field soon. Who knows food on a tray, due to their toiling day.
——Do you know the steps of how to grow rice?
——What do you think would happen if tomorrow there was suddenly no food to eat?
Step 2: Pre-reading
1.Background: show students pictures about the farming steps: plowing, seeding, fertilizing, irrigating, transplanting and harvesting.
2.Prediction:do you know who is the most famous person of agriculture in China?
3.Show some new words in this reading materials that students hardly to understand.
Step 3: While-reading
1. Global reading: find out the main idea of the passage and each paragraph.
—multiple choice：which of the following statements tells the main idea of the text?
—match game：match the following main ideas with the right paragraph.
2、Extensive reading: find out detailed information paragraph by paragraph.
Paragraph 2:put the following sentences in right order.题目来源于考生回忆
Paragraph 3:find out the personalities and hobbies about Dr Yuan and fill in the blanket.
Step 4: Post-reading
Retelling: ask students to retell what does the passage talk about in his or her own words.
Discussion: let students think about what can we learn form Dr Yuan.
Step 5: Summary & Homework
Summary : students look at the blackboard and summarize this class.
Homework:students introduce Dr Yuan to their friends in English and try to find more famous people in agriculture.
Blackboard design:

　　一、标题不可缺少

　　What are you doing?

　　二、教学目标撰写要以学生为主语

　　Teaching aims:

　　(1) Knowledge aims

　　Students can master the key sentence structure “what are you doing?” .

　　(2) Ability aims

　　Students can communicate with their partners by using the new sentence.

　　(3)Emotional aims

　　Students will be more interested in sharing their ideas with others and take part the group activity.

　　Teaching key point

　　Master the new sentence structure.

　　Teaching difficult point

　　Describe what other people are doing.

　　Teaching Methods:

　　Situational teaching method, task-based teaching method

　　Teaching Aids:

　　PPT

　　三、教学过程要完成清晰

　　Teaching procedure

　　Step 1 Warming-up

　　At the beginning of class, ask students a question about what do they usually do on weekend. Students may have different answer like go to the zoo, stay at home and so on. Then teacher ask: “do you want to know what others are doing now?” to lead to the topic today, and write it down on the blackboard.

　　(step can give students chances to speak English ,and get a good preparation for the next step—the presentation part, student’s interest will be aroused as they can share the things they know with others in English. It can also help nurture students’ confidence.)

　　Step 2 Pre-reading

　　Show the picture about the Larry’s home, letting students guessing what happened and predict the content about the reading material.

　　(Justification: guessing part will focus students’ attention on the main topic of the reading passage. It prepares students to think critically about the topic and provides them with the opportunity to connect some aspect of the topic to their own lives)

　　Step3while-reading

　　Fast-reading

　　Ask students to read the short passage quickly and conclude the main idea.

　　(Justification: train students’ reading ability of scanning for the general information of the passage.)

　　Careful reading

　　1.ask students to read the passage again and answer the following questions:

　　What is Larry doing?

　　What is dad doing?

　　What’s grandpa doing?

　　2. Ask students to finish the sentence on the textbook.

　　(Justification: in this part, students’ analyzing and summarizing ability can be trained. In the process of answering, students can get the detailed information, which can help students understand the sentence.)

　　Step4 post-reading

　　1.play the tape and ask students to read the short passage after the tape and pay attention to the pronunciation of the words and sentences.

　　2.let students do the group work, it is a role play, four in a group. One of them call another one and ask what he or she is doing. After that, volunteers can show their performance before the class.

　　(Justification: this part can activate the atmosphere of the class and arouse students’interest at the same time. It helps students strengthen what they have learned during this lesson.)

　　Step 5summary and homework

　　Summary: do the summary together with students and let them have a clear clue about what we have learned

　　Homework: try to use the new knowledge to communicate with their partners after class.

　　(Justification: summary and homework can help students consolidate the knowledge what they have learned in the class, the homework can train students ability )

　　四、板书设计不可少

　　Blackboard design:

　　What are you doing?

　　What is Larry doing?

　　What is dad doing?

　　What’s grandpa doing?

共用题干
第一篇



The Beginning of American Literature



America has always been a land of beginnings.After Europeans"discovered"America in the fifteenth

century,the mysterious New World became for many people a genuine hope of a new life,an escape from

poverty and persecution,a chance to start again.We can say that,as a nation,America begins with that

hope.When,however,does American literature begin?

American literature begins with Amnerican experiences.Long before the first colonists arrived,before

Christopher Columbus，before the Northmen who"found"America about the year 1000,Native Americans

lived here. Each trilbe's literature was tightly woven into the fabric of daiiy life and reflected the unmistakably

American experience of lining with the land。Anoiher kind of experience,one filled with fear and excite-

ment,found its expression in the reports that Columbus and other explorers sent home in Spain,French and

English.In addition,the journals of the people who lived and died in the New England wilderness tell

unforgettable tales of hard and sometimes heartbreaking experiences of those early years.

Experience,then,is the key to early American literature.The New World provided a great variety of

experiences,and these experiences deniauded a wide variety of expressions by an even wider variety of early

American writers.These wnters included John Smith,who spent only two-and-a-half year on the American

continent.They included Jonathlan Edwards and William Byrd,who thought of themselves as British sub-

jects,never suspecting a revolution that would create a United States of America with a literature of its own.

American Indians,explorers,Puritan ministers,frontier wives,plantation owners一they are all the creators

of the first American literature.

The main purpose of the last paragraph is to tell the readers that_____________.
A:in the early days most American writers were from Great Britain
B:people with rich life experience became writers
C:there were many writers in the early days of American history
D:early-day experience provided the foundation for American literature

You don't know what you've got till it's gone,Joni Mitchell rold us.So now that the 2018 Nobel Prize in Literature will be postponed-it seems worth asking what,exactly,the prize gives us.For decades,the choices of the Swedish Academy have failed to provoke much interest from American publishers and readers.This i.s not just because American readers are resistant to fiction in translation,as publishers often complain.On the contrary,over the last two decades,many foreign writers have made a major impact on American literature.But then,the failure of the Swedish Academy to reflect the actual judgment of literary history is nothing new.If you drew a Venn diagram showing the winners of the Nobel Prize in one circle and the most influential and widely read 20th-century writers in the other,their area of overlap would be surprisingly small.Does this mean that a different group of critics and professors in a bigger,more diverse country woulcl have done a better job at picking the winners?Very possibly.In the mind of the general public,the Nobel basically descends from the sky to bless the winner.But it is nothing more or less than the decision of a particular group of readers,with their own strengths and weaknesses.And the problem with the Nobel Prize in Literature goes deeper.No matter who is in the room where it happens,the Nobel Prize is based on the idea that merit can best be determined by a small group of specialists.This may make sense for the prizes in the sciences,since those fields are less than penetrable to anyone but fellow practitioners.Even in the sciences,however,there is a growing sense that the tradition of awarding the prize to just one or two people distoris the way modern science is actually practiced today:Most important discoveries are the work of teams,not of individual geniuses brooding in isolation.Literature is at least produced by individual authors;but in this case,the Nobel's reliance on seemingly expert judgment runs into a different problem.For literature is not addressed to an audience of experts;it is open to the judgment of every reader.Nor is literature proZressive,with new discoveries replacing old ones:Homer is just as groundbreaking today as he was 2,500 years ago.This makes it impossible to rank literary works according to an objective standard of superiority.Good criticism helps people to find the books that will speak to them,but it doesn't attempt to simply name"the most outstanding work,"in the way the Nobel Prize does.A book earns the status of a classic,not because it is approved by a committee or put on a syllabus,but simply because a lot of people like it for a long time.Literary reputation can only emerge on the free market,not through central planning.
The author mentioned science prizes to support the view that

A.scientific reputation should depend on expert opinion.
B.science prizes should not ignore the work of teams.
C.literary writers should be judged by fellow writers.
D.literary merit should not rely on specialist judgment.

You don't know what you've got till it's gone,Joni Mitchell rold us.So now that the 2018 Nobel Prize in Literature will be postponed-it seems worth asking what,exactly,the prize gives us.For decades,the choices of the Swedish Academy have failed to provoke much interest from American publishers and readers.This i.s not just because American readers are resistant to fiction in translation,as publishers often complain.On the contrary,over the last two decades,many foreign writers have made a major impact on American literature.But then,the failure of the Swedish Academy to reflect the actual judgment of literary history is nothing new.If you drew a Venn diagram showing the winners of the Nobel Prize in one circle and the most influential and widely read 20th-century writers in the other,their area of overlap would be surprisingly small.Does this mean that a different group of critics and professors in a bigger,more diverse country woulcl have done a better job at picking the winners?Very possibly.In the mind of the general public,the Nobel basically descends from the sky to bless the winner.But it is nothing more or less than the decision of a particular group of readers,with their own strengths and weaknesses.And the problem with the Nobel Prize in Literature goes deeper.No matter who is in the room where it happens,the Nobel Prize is based on the idea that merit can best be determined by a small group of specialists.This may make sense for the prizes in the sciences,since those fields are less than penetrable to anyone but fellow practitioners.Even in the sciences,however,there is a growing sense that the tradition of awarding the prize to just one or two people distoris the way modern science is actually practiced today:Most important discoveries are the work of teams,not of individual geniuses brooding in isolation.Literature is at least produced by individual authors;but in this case,the Nobel's reliance on seemingly expert judgment runs into a different problem.For literature is not addressed to an audience of experts;it is open to the judgment of every reader.Nor is literature proZressive,with new discoveries replacing old ones:Homer is just as groundbreaking today as he was 2,500 years ago.This makes it impossible to rank literary works according to an objective standard of superiority.Good criticism helps people to find the books that will speak to them,but it doesn't attempt to simply name"the most outstanding work,"in the way the Nobel Prize does.A book earns the status of a classic,not because it is approved by a committee or put on a syllabus,but simply because a lot of people like it for a long time.Literary reputation can only emerge on the free market,not through central planning.
We can learn from the last paragraph that

A.enduring love of readers makes a work a classic.
B.readers do need the Nobel Prize in Literature.
C.marketing makes contribution to literary reputation.
D.excellent works naturally attract much good criticism.

It can be inferred from this passage that .

A. the paradox that it is both necessary to distinguish form content and also impossible to do so cannot be resolved by rejecting its premises
B. both content and form of the work of art are illusory
C. the content and form of the work of art are separable
D. aesthetic experience is not intrinsically valuable

小学英语?阅读
一、考题回顾



二、考题解析
【教学设计】
Teaching aims:
Knowledge aim:
Students will master the meaning and usage of the structure “be doing” through reading the passage.
Ability aim:
Students will apply the “be doing” to communicate with each other in real situation.
Emotional aim:
Students will be more interest in learning English.
Key and difficult point:
Key Point: Students will master how to improve reading abilities through finding main idea and details.
Difficult Point: Students will apply the “be doing” to communicate with each other in real situation.
Teaching procedure:
Step 1: Warming-up
1. Greetings.
2. Play a riddle and students guess the animals, such as “long nose, big ears and strong body——elephant”, then lead to the topic of “let’s go to the zoo to see what animals are doing”.
Step 2: Pre-reading
1. According to the title, students have a prediction about what kinds of animals are mentioned in the passage.
Step 3: While-reading
1. Fast reading: students read the passage fast and figure out what kinds of animals are mentioned in the passage then make a list.
2. Careful reading: students read the passage carefully and answer the question: what are the animals doing? Then fill in the blanks.



1. How do you improve students’ interest in learning English?
2. What principle should you use in the post-reading step?

二、考题解析
【教学过程】
Teaching aims:
Knowledge aim:
Students can get some knowledge about the city Pompeii.
Ability aim:
Students can use the past perfect tense to describe a place.
Emotional aim:
Students will be interested in foreign history and have the desire to explore unknown things.
Key and difficult point:
Key Point: Students can fully understand the passage and find required information.
Difficult Point: Students can cultivate the curiosity towards foreign history.
Teaching procedure:
Step 1: Warming-up
1. Greet the students.
2. Show some pictures of culture relics and introduce some background knowledge about them.
Step 2: Pre-reading
1. Use pictures and videos to teach new words: Volcanic eruption, buried, event, etc.
2. Exhibit the picture of Pompeii and ask students whether they know something about this city. Invite several people to briefly talk about it.
Step 3: While-reading
1. Read the text quickly and find the main content of the passage.
2. Read it for the second time. Students need to complete the timeline after reading the passage.

小学英语?阅读
一、考题回顾



二、考题解析
【教案】
Teaching aims:
Knowledge aim:
Students will master the Chinese classical story of Kong Rong giving the big pear to brothers.
Ability aim:
Students will improve their reading skills including the skimming and scanning.
Emotional aim:
Students will be more interest in learning Chinese old story.
Key and difficult point:
Key Point: Students will master how to improve reading abilities through finding main idea and details.
Difficult Point: Students will share their feelings after reading the story.
Teaching procedure:
Step 1: Warming-up
1. Greetings.
2. Sing a song “If you’re happy”, then ask students why I’m happy and tell them in this class I will tell them an interesting story.
Step 2: Pre-reading
1. Show a picture of pear, and students have a brainstorm of what stories they can think of related to the pear.
Step 3: While-reading
Global reading: students read the passage fast and what stories it is about. Then find the main character and time of the story.
Detailed reading: students read the passage carefully and answer the question:
1. What did Kong Rong do when his father gives him one of the biggest pears?
2. Why did he do that in such way?
Step4: Post-reading
1. Role-play: 3 students in a group to play as Kong Rong, the father and the narrator, and they make a role-play in 10 minutes.
2. Discussion: students work in pairs to discuss what kind of person Kong Rong is and what they can learn from Kong Rong.
Step5: Summary and Homework
Summary: Ask a student to conclude the content of the lesson and summarize with the whole class.
Homework: Ask students to search another Chinese old story and make a poster.
Blackboard design:



1. How do you teach students in reading class?

共用题干
第三篇

Reading Poem

No poem should ever be discussed or"analyzed",until it has been read aloud by someone, teacher or student.Better still,perhaps,is the practice of reading it twice,once at the beginning of the discussion and once at the end,so the sound of the poem is the last thing one hears of it.
All discussions of poetry are,in fact,preparations for reading it aloud,and the reading of the poem is,finally,the most telling"interpretation"of it,suggesting tone,rhythm, and meaning all at once.Hearing a poet read the work in his or her own voice,on records or on film,is obviously a special reward.But even those aids to teaching can not replace the student and teacher reading it or, best of all,reciting it.
I have come to think,in fact,that time spent reading a poem aloud is much more important than"analyzing"it,if there isn't time for both.I think one of our goals as teachers of English is to have students love poetry.Poetry is"a criticism of life","a heightening of life,enjoyment with others".It is"an approach to the truth of feeling",and it"can save your life".It also deserves a place in the teaching of languages and literature more central than it presently occupies.
I am not saying that every English teacher must teach poetry.Those who don't like it should not be forced to put that dislike on anyone else.But those who do teach poetry must keep in mind a few things about its essential nature,about its sound as well as its sense,and they must make room in
the classroom for hearing poetry as well as thinking about it.

What does the last sentence in the third paragraph imply?
A:The teaching of poetry should have been much more stressed.
B:The teaching of poetry is more important than the teaching of any other subject.
C:One cannot enjoy life fully without an understanding of poetry.
D:Poetry is the foundation of all languages and literature courses.

共用题干
The Beginning of American Literature America has always been a land of beginnings.After Europeans"discovered"America in the fifteenth century,the mysterious New World became for many people a genuine hope of a new life,an escape from poverty and persecution,a chance to start again.We can say that,as a nation,America begins with that hope.When,however,does American literature begin?
American literature begins with American experiences.Long before the first colonists arrived,before Christopher Columbus,before the Northmen who"found"America about the year 1000,native Americans lived here.Each tribe's literature was tightly woven into the fabric of daily life and reflected the unmistakably American experience of linking with the land.Another kind of experience,one filled with fear and excitement,found its expression in the reports that Columbus and other explorers sent home in Spain, French and English.In addition,the journals of the people who lived and died in the New England wilder- ness tell unforgettable tales of hard and sometimes heartbreaking experiences of those early years. Experience,then, is the key to early American literature.
The New World provided a great variety of experiences,and these experiences demanded a wide variety of expressions by an even wider variety of early American writers.These writers included John Smith,who spent only two-and-a-half year on the American continent.
They included Jonathan Edwards and William Byrd,who thought of themselves as British subjects,never suspecting a revolution that would create a United States of America with a literature of its own.American Indians,explorers,Puritan ministers,frontier wives,plantation owners-they are all the creators of the first American literature.

The main purpose of the last paragraph is to tell the readers that______.
A:in the early days most American writers were from Great Britain
B:people with rich life experience became writers
C:there were many writers in the early days of American history
D:early-day experience provided the foundation for American literature