It is of great importance for students to be able to get a feel for the rhythm and sounds of a poem---more so than for most pieces of prose (散文). This isn’t always easy in a second language, and so listening to their teacher read the poem, or to a professional recording, perhaps by the poet or by an actor, is, I feel, necessary.

As with any listening activity, students will need some kind of preparation and task so that they can be actively engaged. They might be asked to check predictions that arose from a warm-up discussion, to compare their suggested rhyming couplets with the poet’s, or to identify stressed words and syllables.

You might also want to get your students to listen to recorded or live discussions about poems. This can, for example, take the form of a couple of teachers or a group of students giving their views on a poem, or even an interview with the poet.

I’m a big fan of jigsaw listening because of the natural information gap. If your school has the facilities, you might like to:

divide your students into two, or even three groups

give each group a different cassette or CD and tasks to work on

then they come back together to share what they have learned.

Remember that your own enthusiasm is a key factor in any activity relating to literature in the classroom.

Finally, don’t forget to encourage art for art’s sake. Listening for pleasure, to poetry (or to anything else, for that matter), is to be fostered at every opportunity, because of the obvious benefits which include motivation, vocabulary acquisition and learner independence. Many good song lyrics (歌詞) could be termed poetry and treated accordingly in the classroom, copyright rules permitting.

46.  Which of the following is true according to the passage?

A.      An English student will have difficulty understanding Li Bai’s poems.

B.      An English student will have some difficulty understanding Walt Whitman.

C.     A Chinese student will have some difficulty understanding Du Fu’s works.

D.     An American student will have some difficulty understanding William Shakespeare.

47.  What kind of preparations should the students do in the listening activity？

                     a.              They’d better predict what the poem is about.

                     b.              They’d better have a warm-up discussion.

                     c.              They will share their own works with their classmates

                     d.              They should know the stressed words.

                     e.              They should make clear the stressed syllables.

                     f.              They should first go to an actor.

    A. abcf        B. abde         C. cdef         D. bcdf

48.  Who do you think is this passage written for?

A. The students.    B. The poets.    C. The teachers.    D. The readers.

49.  What can we get from listening to poetry or good song lyrics?

A. Motivation, enlargement of vocabulary and the independence of learning.

B. Opportunity, encouragement, and the independence of learning.

C. Ability of understanding poetry and learning awareness.

D. Ability of understanding poetry and copyright rules.

50.  What’s the main idea of the passage?

A. How to use poems to develop the students’ skills.

B. Listening to poem is more difficult than reading prose.

C. The schools should encourage the students to study poems.

D. Preparations should be done before teaching.

It is of great importance for students to be able to get a feel for the rhythm and sounds of a poem---more so than for most pieces of prose (散文). This isn’t always easy in a second language, and so listening to their teacher read the poem, or to a professional recording, perhaps by the poet or by an actor, is, I feel, necessary.

As with any listening activity, students will need some kind of preparation and task so that they can be actively engaged. They might be asked to check predictions that arose from a warm-up discussion, to compare their suggested rhyming couplets with the poet’s, or to identify stressed words and syllables.

You might also want to get your students to listen to recorded or live discussions about poems. This can, for example, take the form of a couple of teachers or a group of students giving their views on a poem, or even an interview with the poet.

I’m a big fan of jigsaw listening because of the natural information gap. If your school has the facilities, you might like to:

divide your students into two, or even three groups

give each group a different cassette or CD and tasks to work on

then they come back together to share what they have learned.

Remember that your own enthusiasm is a key factor in any activity relating to literature in the classroom.

Finally, don’t forget to encourage art for art’s sake. Listening for pleasure, to poetry (or to anything else, for that matter), is to be fostered at every opportunity, because of the obvious benefits which include motivation, vocabulary acquisition and learner independence. Many good song lyrics (歌詞) could be termed poetry and treated accordingly in the classroom, copyright rules permitting.

46.  Which of the following is true according to the passage?

A.      An English student will have difficulty understanding Li Bai’s poems.

B.      An English student will have some difficulty understanding Walt Whitman.

C.     A Chinese student will have some difficulty understanding Du Fu’s works.

D.     An American student will have some difficulty understanding William Shakespeare.

47.  What kind of preparations should the students do in the listening activity？

                     a.              They’d better predict what the poem is about.

                     b.              They’d better have a warm-up discussion.

                     c.              They will share their own works with their classmates

                     d.              They should know the stressed words.

                     e.              They should make clear the stressed syllables.

                     f.              They should first go to an actor.

    A. abcf        B. abde         C. cdef         D. bcdf

48.  Who do you think is this passage written for?

A. The students.    B. The poets.    C. The teachers.    D. The readers.

49.  What can we get from listening to poetry or good song lyrics?

A. Motivation, enlargement of vocabulary and the independence of learning.

B. Opportunity, encouragement, and the independence of learning.

C. Ability of understanding poetry and learning awareness.

D. Ability of understanding poetry and copyright rules.

50.  What’s the main idea of the passage?

A. How to use poems to develop the students’ skills.

B. Listening to poem is more difficult than reading prose.

C. The schools should encourage the students to study poems.

D. Preparations should be done before teaching.

How kind it is ________ you to have helped me out! It was not easy ________ you to do so.

1. A.
   of; of
2. B.
   for; for
3. C.
   for; of
4. D.
   of; for

How kind it is ________ you to have helped me out! It was not easy ________ you to do so.

[　　]

A．of; of　　　　　　 B．for; for

C．for; of　　　　　　D．of; for

It is very easy to cook instant noodles （方便面） in a short time by putting the noodles into the boiling water. However, have you ever thought whether it is the right way of cooking instant noodles?

When we first took out the noodles, we can notice that the noodles are joined together nicely as a piece. However, few people know that when the instant noodles are made, wax coating (蠟涂層) will be put on the noodles. The wax coating on the instant noodles is used to prevent the noodles from sticking together. It makes the noodles look very nice.

Researches have shown that the wax coating on the noodles is quite harmful (有害的) to our health. If you eat the instant noodles today, you’d better wait for several days before you eat instant noodles next time since our bodies need about 3 days to clear the wax coating away from our bodies. Do you know the consequence (結(jié)果) of having too much wax coating in our bodies? It will lead to cancer if the wax coating is stored in our bodies for a long time.

So it is very important to wash away the wax coating on the instant noodles if we don’t want our bodies to be in danger. You can do like this: 1. Wash the instant noodles with warm water first, and then pour away the water containing the wax coating. 2. Repeat Step 1 and try to stir (攪動(dòng)) the noodles to wash away the wax coating on the noodles before cooking it in a new pot of water.

I hope this passage will make those who enjoy eating instant noodles and eat the instant noodles often know about the hidden danger of instant noodles. Although the instant noodles are very easy to cook and help us save a lot of time, I still don’t think it healthy to eat them too often or too much. Why not say “No” to instant noodles and have some healthy food?

60. People use wax coating when making instant noodles to ____.

　 A. make the instant noodles more delicious　

　 B. stop the noodles from sticking together

　 C. help keep the noodles from going bad　　　　　　　

　 D. make it easy to cook the instant noodles

61. According to the passage, if people eat instant noodles too often, they will probably

　 ____.

　 A. put on some weight　　　　　　　　 B. save a lot of time

　 C. catch some illness　　　　　 　　　 D. save much money

62. What does the author call on people to do?

　 A. Learn how to choose the right instant noodles.

　 B. Take instant noodles as breakfast every morning.

　 C. Eat instant noodles as soon as they buy them.

　 D. Have healthy food instead of instant noodles.

63. The passage is mainly written for people who ____.

A. want to do some research on instant noodles　　　　

B. make a living by selling instant noodles

C. plan to invent a new kind of instant noodles　　　　　

D. like instant noodles and eat them often