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(堆), 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 to put 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 worth studying.”
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 had the students practice writing excuse notes so that the students could learn ______.

A．the importance of being honest

B．how to write excuse notes skillfully

C．the pleasure of creative writing

D．how to be creative in writing

【小題3】The underlined word “forged” in the second paragraph means“______”.

A．dull

B．copied

C．dishonest

D．parental

【小題4】What did the headmaster think of the author’s way of teaching?

A．Excellent.

B．Difficult.

C．Incorrect.

D．Reasonable.

Answer 1

【小題1】D
【小題2】D
【小題3】C
【小題4】A

解析試題分析：當作者在紐約一所高中教授創(chuàng)意寫作課時，收到了很多署名家長但實際上是學生自己寫的 “請假條”。于是作者借一次機會，給學生布置了一次很有創(chuàng)意的寫作任務，題目是“亞當或者夏娃寫給上帝的請假條”，結果收到了意想不到的效果。
【小題1】D細節(jié)理解題。根據文章內容可知作者在看到孩子們撒謊之后，沒有當眾揭穿他們，而是在一節(jié)課上表揚了他們寫假條方面的豐富想象力，讓他們寫題目為Excuse Note from Adam to God’ or ‘An Excuse Note from Eve to God’.的假條，根據末段校長的評價“Those kids were writing on the college level.”可知孩子們這次的寫作水平很高，所以D選項正確。
【小題2】D推理判斷題。根據文章首段I was in my third year of teaching creative writing at a high school in New York, 可知作者是教寫作的老師，再根據文中 “You used your imaginations. So try more now.可以判斷作者讓學生練習寫假條為的是培養(yǎng)他們在寫作中運用想象力，培養(yǎng)創(chuàng)造性思維，所以D選項正確。
【小題3】C詞義猜測題。A呆板的；B仿寫的；C不誠實的；D父母的。根據下文作者的講述可知這些假條都是學生自己編的，不是家長寫的，所以是假的，故判斷C選項正確。
【小題4】A細節(jié)理解題。根據文章末段校長的話“that task, whatever the hell you were doing, was great. Those kids were writing on the college level. Thank you.”可知作者的這種教學方法很有效，而且校長對此評價很高，所以答案選A。
考點：考查教育類短文閱讀。