Question

I was in my third year of teaching creative writing at a high school in New York, when one of my students, 15-year-old Mikey, gave me a note from his mother. It explained his absence from class the day before.
I had seen Mikey himself writing the note at his desk. Most parental-excuse notes I received were penned by my students. If I were to deal with them, I’d be busy 24 hours a day. The forged excuse notes made a large pile, with writing that ranged from imaginative to crazy. The writers of those notes didn’t realize that honest excuse notes were usually dull: “Peter was late because the alarm clock didn’t go off.”
Isn’t it remarkable, I thought, how the students complained and said it was hard putting 200 words together on any subject? But when they produced excuse notes, they were brilliant.
So one day I typed out a dozen excuse notes and gave them to my classes. I said, “They’re supposed to be written by parents, but actually they are not. True, Mikey?” The students looked at me nervously.
“Now, this will be the first class to study the art of the excuse note --- the first class, ever, to practice writing them. You’re so lucky to have a teacher like me who has taken your best writing and turned it into a subject worthy of study. ”
Everyone smiled as I went on, “You used your imaginations. So try more now. Today I’d like you to write ‘An Excuse Note from Adam to God’ or ‘An Excuse Note from Eve to God’.” Heads went down. Pens raced across paper. For the first time ever I saw students so careful in their writing that they had to be asked to go to lunch by their friends.
The next day everyone had excuse notes. Heated discussions followed. The headmaster entered the classroom and walked up and down, looking at papers, and then said, “I’d like you to see me in my office.”
When I stepped into his office, he came to shake my hand and said, “I just want to tell you that that lesson, that task, whatever the hell you were doing, was great. Those kids were writing on the college level. Thank you. ”
【小題1】What did the author do with the students found dishonest?

A．He reported them to the headmaster.	B．He lectured them hard on honesty.
C．He had them take notes before lunch.	D．He helped improve their writing skills.

【小題2】The author found that compared with the true excuse notes, the produced ones by the students were usually ________.

A．less impressive

B．less convincing

C．worse written

D．more imaginative

【小題3】The author had the students practice writing excuse notes so that the students could learn_________.

A．the importance of being honest	B．how to be creative in writing
C．the pleasure of creative writing	D．how to write excuse notes skillfully

【小題4】 The underlined word “forged” in the second paragraph means “________”.

A．false

B．copied

C．former

D．honest

【小題5】What did the headmaster think of the author’s way of teaching?

A．Misleading.

B．Difficult

C．Effective.

D．Reasonable.

Answer 1

【小題1】D
【小題2】D
【小題3】B
【小題4】A
【小題5】C

解析試題分析：文章講述作者發(fā)現(xiàn)很多學(xué)生偽造假條，而且這些假條是富有想象力的，所以作者利用這些假條來(lái)提高學(xué)生的寫(xiě)作能力。
【小題1】細(xì)節(jié)題;從第五段的句子：“Now, this will be the first class to study the art of the excuse note --- the first class, ever, to practice writing them. 可知作者利用這些假條來(lái)提高學(xué)生的寫(xiě)作能力。選D
【小題2】細(xì)節(jié)題;從第五段的句子：The forged excuse notes made a large pile, with writing that ranged from imaginative to crazy. 可知作者發(fā)現(xiàn)這些偽造的假條是富有想象力的。選D
【小題3】推理題：從倒數(shù)第三段的句子：Today I’d like you to write ‘An Excuse Note from Adam to God’ or ‘An Excuse Note from Eve to God’.”可知作者是想要教孩子怎樣寫(xiě)有創(chuàng)造力的文章。選B
【小題4】猜詞題：從前面的句子：Most parental-excuse notes I received were penned by my students.可知這些假條是假的。選A
【小題5】細(xì)節(jié)題;從最后一段校長(zhǎng)的話：“I just want to tell you that that lesson, that task, whatever the hell you were doing, was great. Those kids were writing on the college level. Thank you. ”可知作者的教學(xué)方法是很有效的。選C 。
考點(diǎn)：考查教育類(lèi)短文
點(diǎn)評(píng)：本文要求考生讀懂文章中的每個(gè)句子的意思還要推理它們之間的關(guān)系，結(jié)合自己的生活常識(shí)和經(jīng)驗(yàn)，再通過(guò)邏輯推理和判斷，理解文章的言外之意，從而揭示文章的深層涵義。任何一篇文章都有其特定的寫(xiě)作目的，讀者應(yīng)當(dāng)知道如何去做或按照某種方式傳遞思考問(wèn)題。推理判斷題的答案不可能在文章中直接找到，因此推理時(shí)我們務(wù)必要忠于原文，在文章中尋找并確定可推論的依據(jù)，即：已知部分－推論的前提，從中推測(cè)出未知部分－推理的結(jié)論，切忌妄加評(píng)論，把自己的觀點(diǎn)當(dāng)成作者的觀點(diǎn)。