题文
阅读理解。 Do you still remember your favorite poem from high school or some other important periods in yourlife? Why is it that decades later it still stands out in your mind? Probably the main reason is that some
aspect of that poem resonates (引起共鸣) with you. In the same way, you too as a school leader can
touch the hearts of your staff and students.
Poetry allows us to experience strong spiritual connections to things around us and to the past. The
power that poetry has displayed over time and across cultures actually satisfies this common need of the
human heart and soul.
As one of the oldest art forms, poetry has successfully connected various strands of humanity (人性)
from one generation to another. Referring to poetry, Hillyer makes a simple yet meaningful statement,
"With this key mankind unlocked his heart."
School leaders can find and make use of the value of poetry for themselves, their students and their
staff members. Beyond the simple use of poetry, techniques of poetry such as metaphors, repetitions and
imagery can be used o take advantage of the power of language to transform communication, create
meaning and a culture of care and attention.
Since schools are mainly about people and relationships, school leaders, like poets, are required to
inspire and encourage the human heart. The use of poetry-or even of some techniques of poetry-in
school leadership not only helps to improve communication, but also serves to meet the human need for
inspiration.1. The underlined part "this common need" in the second paragraph refers to ____. A. the need to read poetry
B. the need to be inspired
C. the need to learn about the past
D. the need to be connected with other people2. The use of poetry or techniques of poetry in school leadership is in fact to make use of _____. A. the power of language
B. the power of school leaders
C. people's preference for poetry
D. people's desire for communication3. What is the purpose of this passage?A. To show the readers that poetry is really powerful.
B. To explain how poetry can be used in our daily life.
C. To talk about the art of being a school leader.
D. To encourage using the transformational power of poetry in school leadership. 题型：未知难度：其他题型
答案
1-3: BAD解析
该题暂无解析
考点
据考高分专家说，试题“阅读理解。 Do y.....”主要考查你对 [历史文化类阅读 ]考点的理解。历史文化类阅读
什么是历史文化类阅读：
本类题型常用的方式是夹叙夹议。叙述的目的是为了议，所以要把握其议才是主要方面。阅读这类文章，先弄清其引入的话题，再弄清里面人物对其不同的看法，然后理解作者本身对话题的观点看法或思考。
历史文化类阅读技巧：
【题型说明】历史文化类阅读理解文章属高考常选材料之一。这类文章常涉及历史、文化、法制、宗教等方面的文学艺术、发明创造、文化遗产保护、宗教与文化、风俗与习惯、道德与法制、中外文学名著节选、等等。这类材料的命题点往往落在主旨大意题、事实细节题上。
【答题方法】在做这类阅读理解题时，我们应注意以下几个方面：
1、采用先题后文：先读题目，再带着问题读文章。这类阅读理解文章相对来说事实细节题稍多一点，如果带着问题读文章，有利于我们抓细节。
2、先做细节题。因为做完了局部性的事实细节题后，自然会加深我们对文章的理解，这样更有利于做主旨大意题。
3、重点敲定主旨题。主旨大意题提问的形式主要有两大类：一类是Main idea型；一类是Topic或Title型。
在解答这类试题时应注意以下几点：
a．读首句抓大意。
文化教育类阅读理解文章多采用说明文、议论文体裁，而这类文章大都采用文章段落的中心，即主题句在文章开头。因此，要寻找这类文章的主旨大意就需要研究文章的首句。
b．读尾句抓大意。
有时这类文章的主题句安排在文章的结尾，作为对全篇的总结。
c．读首段抓大意。
有些文章或段落的开头和结尾部分都有主题句。这种结构是为了突出主题思想而使用两次点题的写作方法。这两个主题句在句子结构和用词上有所不同，而且在内容上前句和后句也不重复。
d．从段落中抓大意。
有些文章或段落的主题句在文章中，这种文章或段落往往以一句话或几句话引出要表达的主题，在主题句出现后，再举例子陈述细节或继续论证。
e．归纳要点抓大意。
有些文章或段落无明显的主题句，只是暗示性地体现主题。这就要求同学们在阅读过程中根据文中所叙述的事实或线索来概括总结主旨大意。
