I was in my third year of teaching writing at Ralph 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:
"Dear Mr. McCort, Mikey's grandmother, who is eighty years of age, fell down the stairs from too much coffee and I kept Mikey at home to take care of her and his baby sister so I could go to my job. Please excuse Mikey and he'll do his best in the future. P.S. His grandmother is OK."
I had seen Mikey writing the note at his desk. l said nothing. Most parental-excuse notes I received were penned by my students. The writers of those notes didn't realize that honest excuse notes were usually boring: "Peter was late because the alarm clock didn't go off."
The students always said it was hard putting 200 words together on any subject, but when they produced excuse notes, they were excellent. So I decided to give the first class to study the art of the excuse note.
“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. They had to be asked to go to lunch by their friends.
The next day everyone had excuse notes. Heated discussions followed. But suddenly I saw the headmaster at the door. He entered the classroom and walked up and down, looking at papers, and then said. "I'd like you to see me in my office." My heart sank,
When I stepped into his office, he came to shake my hand and said, "I just want to tell you that lesson, that task, was great. Those kids were writing on the college level. Thank you."
小題1:What did the writer do when he found the students dishonest?
A．He reported them to the headmaster.
B．He lectured them hard on honesty.
C．He had them take notes-n class.
D．He helped improve their writing skills.
小題2:We can learn that when Mikey was absent from the class, he was____.
A．somewhere enjoying himself
B．taking care of his baby sister
C．looking after his grandmother
D．studying the art of the excuse note
小題3:How did the writer usually find out his students' parental excuse notes were dishonest?
A．They were written in boring words.
B．He called their parents and found out the truth.
C．They were more like stories than facts.
D．The handwriting clearly looked like children's.
小題4:Which of the following is true?
A．The writer has many years of teaching experience.
B．The students are good at writing excuse notes.
C．The headmaster was angry with the writer.
D．Most of the excuse notes were written by the parents.
小題5:Which of the following best describes the writer as a teacher?
A．Honest.B．Strict.C．Hardworking.D．Wise.

小題1:D
小題2:A
小題3:C
小題4:B
小題5:D

試題分析：這篇文章里，作文老師發(fā)現(xiàn)很多孩子不擅長(zhǎng)寫(xiě)作，但自己編的假條卻寫(xiě)得很精彩。他利用這件事情幫助孩子提高寫(xiě)作能力，其效果還得到了校長(zhǎng)的認(rèn)可。
小題1:判斷推理題。根據(jù)文章描述，老師發(fā)現(xiàn)學(xué)生假的請(qǐng)假條時(shí)，他不是告訴校長(zhǎng)，而是So I decided to give the first class to study the art of the excuse note決定第一堂課教他們?nèi)绾螌?xiě)請(qǐng)假條，故選D提高他們的寫(xiě)作技能。
小題2:判斷推理題。根據(jù)文中第三段描述I had seen Mikey writing the note at his desk. l said nothing. Most parental-excuse notes I received were penned by my students.我看到Mikey自己寫(xiě)請(qǐng)假條。我收到的許多父母寫(xiě)的請(qǐng)假條其實(shí)都是學(xué)生自己寫(xiě)的。從而判斷Mikey的請(qǐng)假條內(nèi)容是假的，他并不是照顧奶奶，而是做他自己喜歡的事情去了，故選A。
小題3:判斷推理題。根據(jù)文中第三段The writers of those notes didn't realize that honest excuse notes were usually boring這些寫(xiě)假條的學(xué)生都沒(méi)意識(shí)到真實(shí)的假條往往很無(wú)趣，而when they produced excuse notes, they were excellent他們編的假條很精彩，從而判斷C正確。
小題4:判斷推理題。根據(jù)文中描述The students always said it was hard putting 200 words together on any subject, but when they produced excuse notes, they were excellent.學(xué)生們總說(shuō)寫(xiě)200字的作文很難，但當(dāng)他們編假條時(shí)都寫(xiě)得很好，從而判斷B正確。
小題5:判斷推理題。從文章中老師利用學(xué)生寫(xiě)假請(qǐng)假條這件事來(lái)太高孩子寫(xiě)作技能，可以看出老師很聰明，故選D。
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