Fiveyearsago,whenItaughtartataschoolinSeattle,IusedT...

問題詳情：

    Five years ago, when I taught art at a school in Seattle, I used Tinkertoys as a test at the beginning of a term to find out something about my students. I put a small set of Tinkertoys in front of each student, and said: “Make something out of the Tinkertoys. You have 45 minutes today — and 45 minutes each day for the rest of the week.”

A few students hesitated to start. They waited to see the rest of the class would do. Several others checked the instructions and made something according to one of the model plans provided. Another group built something out of their own imaginations.

Once I had a boy who worked experimentally with Tinkertoys in his free time, his constructions filled a shelf in the art classroom and a good part of his bedroom at home. I was delighted at the presence of such a student. Here was an exceptionally creative mind at work. His presence meant that I had an unexpected teaching assistant in class whose creativity would infect(感染) other students.

Encouraging this kind of thinking has a downside. I ran the risk of losing those students who had a different style of thinking. Without fail one would declare, “But I’m just not creative.”

“Do you dream at night when you’re asleep?”

“Oh, sure.”

“So tell me one of your most interesting dreams.” The student would tell something wildly imaginative. Flying in the sky or in a time machine or growing three heads. “That’s pretty creative. Who does that for you?”

“Nobody. I do it.”

“Really-at night, when you’re asleep?”

“Sure.”

“Try doing it in the daytime, in class, okay?”

92．The teacher used Tinkertoys in class in order to ________.

A．know more about the students

B．make the lessons more exciting

C．raise the students’ interest in art

D．teach the students about toy design

93．What do we know about the boy mentioned in Paragraph 3?

A．He liked to help his teacher.                        B．He preferred to study alone.

C．He was active in class.                                D．He was imaginative.

94．What does the underlined word “downside” in Paragraph 4 probably mean?

A．Mistake.                                                   B．Drawback.

C．Difficulty.                                                 D．Burden.

95．Why did the teacher ask the students to talk about their dreams?

A．To help them to see their creativity.

B．To find out about their sleeping habits.

C．To help them to improve their memory.

D．To find out about their ways of thinking.

【回答】

92．A

93．D

94．B

95．A

【分析】

這是一篇記敍文。本文主要講了作者通過讓學生拼裝玩具發現並鼓勵學生的創造*和想象力。

92．推理判斷題。由第二段A few students hesitated to start. They waited to see the rest of the class would do. Several others checked the instructions and made something according to one of the model plans provided. Another group built something out of their own imaginations.可知，當我把拼裝式玩具放在學生面前的時候，有些學生猶豫着在等着看別人如何行動，有一些學生查看了使用説明並根據模型做出了一些東西。而另外一些學生則根據本人的想象力做出了一些東西。通過觀察，作者對每個學生有了更多的瞭解。故選A。

93．推理判斷題。由第三段中Here was an exceptionally creative mind at work. His presence meant that I had an unexpected teaching assistant in class whose creativity would infect(感染) other students.可知，這是一個非常有創造力的人在工作。他的出現意味着我在課堂上有一個意想不到的助教，他的創造力會感染其他學生。所以這個男孩很有想象力和創造力，故選D。

94．詞義猜測題。由第四段I ran the risk of losing those students who had a different style of thinking.可知，我冒着失去那些有着不同思考方式的學生，可知這種方法也有弊端，所以“downside”意思是“弊端”，故選B。

95．推理判斷題。根據對話內容可知，作者鼓勵孩子們説出最有趣的有創造*和想象力的夢，並鼓勵他們在白天的課堂裏把夢的內容做出來。作者這樣做的目的就是為了讓他們看到自己的創造*和想象力。故選A。

知識點：其他

題型：閲讀理解