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    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.
    小题2:The author found that compared with the true excuse notes, the produced ones by the students were usually__________.
    A．less impressiveB．more imaginativeC．worse writtenD．less convincing
    小题3:The author had the students practice writing excuse notes so that the students could learn_________.
    A．the importance of being honestB．how to write excuse notes skillfully
    C．the pleasure of creative writingD．how to be creative in writing
    小题4:The underlined word “forged” in the second paragraph means “______”.
    A．formerB．copiedC．falseD．honest
    小题5:What did the headmaster think of the author’s way of teaching?
    A．Effective. B．DifficultC．Misleading.D．Reasonable

    小题1:D
    小题2:B
    小题3:D
    小题4:C
    小题5:A

    试题分析：本文叙述了作者让不能来上学的学生写请假条交给他，结果作者收到了大多数号称父母写的条子都是学生自己写的。这些请假条的作者们不知诚实的请假条大多枯燥无味。作者决定读一读所有这些原本只瞥了一眼的请假条。有的是真正由学生母亲写的，伪造的更多，有一大堆，有些极富想象力，有些则愚不可及。当伪造请假条时，他们个个都是写作高手。 这一现象不值得我们注意吗？于是作者就教学生如何写请假条，一节课过后效果很好得到了校长的赞赏。
    小题1:细节理解题。根据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，他教学生如何写，故选D.
    小题2:细节理解题。根据with writing that ranged from imaginative to crazy. 故选 B
    小题3:细节理解题.根据You used your imaginations. I was in my third year of teaching creative writing at a high school in New York.教学生创造性的写作，故选D
    小题4:词义猜测题。根据The writers of those notes didn’t realize that honest excuse notes were usually dull家长写的和孩子写的是不一样的，故选C
    小题5:细节理解题。根据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.根据校长的评价可以看出， 故选A
    点评：词义猜测题旨在考查学生根据上下文对生词做出理解判断的能力。近几年来，阅读理解中的词义猜测题呈上升趋势。在阅读过程中根据选材、背景、及上下文等线索推测出生词词义是真实语言活动中的重要技巧。这一能力可以说是体现阅读理解能力的一项重要指标。
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