Question

In a recently published book, I came across some exercises with interesting names such as fishbone diagrams, lotus flowers and clustering. As I used these exercises in my classes, I noticed that students were interested. They said more and wrote more. They enjoyed expressing their ideas and sharing them in groups. They were no longer passively waiting for the bell , but actively taking part in the lesson. I find that creativity can act as a way to increase participation and improve fluency.
Creativity has become a popular word in recent years. Scholars in arts, psychology, business, education and science are all working to get a deeper understanding of it. Robert J. Stemberg is a creativity specialist and Yale professor of psychology. He defines creativity as “the ability to produce work that is both new (original） and appropriate(applicable to the situation ） ”. This definition is useful, as we want our students to use language in a new way and to use it correctly and properly. Mot scholars say there are two types of creativity: big “C” creativity and small “c” creativity. Big “C” creativity refers to genius level thinking that results in artistic masterpieces and scientific breakthroughs. Small “c” creativity refers to everyday level thinking that can be used in any situation our emphasis is on the latter. While it goes without saying that any of our students could go on to be the next Picasso or Edison, our aim is to help students produce more ideas and use language in a new way

1. 1.
   The underlined words “waiting for the bell ” in the first paragraph probably means______.
   1. A.
      longing for a phone call
   2. B.
      hoping to have a bell
   3. C.
      expecting the end of the class
   4. D.
      waiting to speak in the class
2. 2.
   It can be inferred from the passage that the author thinks the exercises in the book were ______.
   1. A.
      popular
   2. B.
      useful
   3. C.
      scientific
   4. D.
      Creative
3. 3.
   When you use a familiar word in a new way, you are ______.
   1. A.
      creative in the sense of big “C” creativity
   2. B.
      creative in the sense of small “c” creativity
   3. C.
      not creative in the sense of big “C” creativity
   4. D.
      not creative in the sense of small “c” creativity
4. 4.
   The main purpose of the passage is to ______.
   1. A.
      show how useful the book is
   2. B.
      explain what creativity is
   3. C.
      discuss how one can be creative
   4. D.
      tell what teaching aims at

Answer 1

CDBB
試題分析：本文通過一個(gè)上課創(chuàng)新的例子，講述了創(chuàng)新的含義和創(chuàng)新的兩種類型等。
1.詞義推斷題。waiting for the bell字面意思是“等待鈴聲”。前后文講到學(xué)生們對新的練習(xí)很有興趣，積極地參與。說明原來上課不積極，因此等待的鈴聲是下課鈴，選C。
2.細(xì)節(jié)推斷題。第一段講了作者在書中發(fā)現(xiàn)的練習(xí)讓學(xué)生很感興趣，他得出的結(jié)論是創(chuàng)新是一個(gè)增加參與和流利程度的方法。因此，他認(rèn)為這些練習(xí)是創(chuàng)新的。選D。
3.判斷題。文中第二段“Small ‘c’ creativity refers to everyday level thinking that can be used in any situation.”意思是“小創(chuàng)新指的是普通水平思考的創(chuàng)新。”題目講到的是“一個(gè)常用詞的新用法”，與小創(chuàng)新講到的內(nèi)容符合，因此B正確。
4.主旨題。本文第一段先舉了一個(gè)上課創(chuàng)新的例子，第二段講述了創(chuàng)新的含義、創(chuàng)新的兩種類型等內(nèi)容，因此B正確。
考點(diǎn)：考查日常生活類短文