Question

I will never forget the days when I taught art at a school in Chicago. 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?”

1.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

2.What do we know about the boy?

A. He liked to help his teacher.

B. He preferred to study alone.

C. He was active in class.

D. He was imaginative.

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

A. Mistake.B. Drawback.C. Difficulty.D. Burden.

4.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.

Answer

1.A

2.D

3.B

4.A

【解析】

试题分析：本文是记叙文，讲述了作者通过让学生拼装玩具，可以了解学生的性格，并鼓励学生看到自己的创造性和想象力。

1. 推理判断题。根据文章第二段可知，当我把拼装式玩具放在学生面前的时候，有些学生犹豫着在等着看别人如何行动，有一些学生查看了使用说明并根据模型做出了一些东西。而另外一些学生则根据本人的想象力做出了一些东西。通过观察，我对不同的学生的性格有了不同的理解。故A正确。

2. 推理判断题。第三段第一句提到男孩在空闲时间拼装玩具，由Here was an exceptionally creative mind at work.可知，他很有想象力和创造性。

3. 词义猜测题。由I ran the risk of losing those students who had a different style of thinking.可知，我的教育方法有不足之处，所以我要冒着失去这些有不同思考方法的学生的风险。故划线部分单词意为“缺点”。

4. 推理判断题。根据文章最后七段中的对话内容可知，作者鼓励孩子们说出最有趣的有创造性和想象力的梦，并鼓励他们在白天的课堂里把梦的内容做出来。作者这样做的目的就是为了让他们看到自己的创造性和想象力。故A正确。

【名师点睛】

猜测词义题。阅读材料中的每个词与它前后的词语或句子甚至段落都有联系。我们可以利用语境（各种已知信息）推测、判断某些生词的词义。我们要特别注意熟词生义，切不可脱离语境想当然。在句子或段落中，我们可以利用熟悉的词语，根据语言环境所表示的关系推断生词词义。比如，第30小题B语义猜测 由I ran the risk of losing those students who had a different style of thinking.可知，我的教育方法有不足之处，所以我要冒着失去这些有不同思考方法的学生的风险。故划线部分单词意为“缺点”。

考点：考查故事类阅读