题目列表(包括答案和解析)
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. ”
【小题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. |
| A．less impressive | B．more imaginative | C．worse written | D．less convincing |
| 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 |
| A．former | B．copied | C．false | D．honest |
| A．Effective. | B．Difficult | C．Misleading. | D．Reasonable |
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. ”
【小题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. |
| A．less impressive | B．less convincing | C．worse written | D．more imaginative |
| 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 |
| A．false | B．copied | C．former | D．honest |
| A．Misleading. | B．Difficult | C．Effective. | D．Reasonable. |
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. ”
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.
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
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
4. The underlined word “forged” in the second paragraph means “________”.
A．false B．copied C．former D．honest
5.What did the headmaster think of the author’s way of teaching?
A．Misleading. B．Difficult C．Effective. D．Reasonable.
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. ”
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.
2.The author found that compared with the true excuse notes, the produced ones by the students were usually__________.
A．less impressive B．more imaginative C．worse written D．less convincing
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 write excuse notes skillfully
C．the pleasure of creative writing D．how to be creative in writing
4.The underlined word “forged” in the second paragraph means “______”.
A．former B．copied C．false D．honest
5.What did the headmaster think of the author’s way of teaching?
A．Effective. B．Difficult C．Misleading. D．Reasonable
While I was on my way to Walmart, I was greeted by an elder woman who was working at the door as a greeter, I had a return to make so she stopped me and asked to tag my bag. Usually I would have gotten annoyed because I know I don’t steal, so why does my bag need to be tagged? I’d just witnessed someone ahead of me being not so nice, and treating the lady like she was a nobody. I could see this lady looked to be at retirement age, trying to make ends meet. The look on her face and the energy she gave was that of someone afraid and not knowing where they stood in life. Not to mention the person ahead of me who’d just snatched(夺) a bag back from her and stormed off without even saying thank you. I could tell this woman was hurt by that, and no one knows how many people had been treating her that way all day long.
What if she was a grandmother who’d recently taken care of her grandchildren for whatever season? What if her husband she had to support recently fell sick and they couldn’t afford the medical expenses, so she had to go back to work? What if she just lost everything she had in her retirement and now she had to go back to work?
All she wants is to do her job and do it well. All she wants is to serve customers the way she was trained. All she needs is to be appreciated. Can I be that someone she needs, just for the moment?
I looked her in her eyes as she scanned my bag, smiled and said, “Your hair is beautiful and fits you well!” Her face lit up and she smiled back and began to tell me how much easier it is to manage. It was salt-and-pepper hair and was cut in the prettiest style. She handed my bag back, smiled and told me the service desk was straight down to my left. I said “Thank you!”
1.At the door of Walmart, the old woman_____.
A．asked every customer for money to feed her family
B．was made to welcome customers and check their bags
C．was asked to keep the door open all the time
D．worked as guide to give customers direction
2.Seeing the look of the old woman and the treatment she received, the author_____.
A．became annoyed B．showed sympathy
C．was puzzled D．turned generous
3.It could be learned from paragraph2 that the author_____.
A．didn’t understand why the old woman did such a job
B．insisted the old woman should stay at home comfortably
C．was sure the old woman was respected by people
D．supposed the old woman might be in trouble for some reason
4.By saying “Your hair is beautiful and fits you well.” the author wanted to ____.
A．make the old woman feel appreciated
B．please her so as not to let her bag tagged
C．praise her for her hair style and clothes
D．confirm her hard work and special beauty
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