（ 2016年高考全国II卷 ）

B

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 45minutes 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?”

5. 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

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

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

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

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

A. Mistake. B. Drawback.

C. Difficulty. D. Burden.

8. 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.

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C. To help them to improve their memory. D. To find out about their ways of thinking.

【答案】5. A 6. D 7. B 8. A

【解析】

试题分析：本文属于记叙文，作者通过让学生拼装玩具发现并鼓励学生的创造性和想象力。

5.A 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。

6.D 推理判断题。文章第三段第一句中提到的这个男孩在空闲时间拼装这些玩具，而且他的作品堆满了艺术教室的架子，家里的卧室里也有很多。第三段倒数第三句“Here was an exceptionally creative mind at work”说明他是一个很有想象力和创造性的人。故D项正确。

7.B 词义猜测题。根据划线单词后一句“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不同思维方式的学生的危险。说明我的这种教育方法也有不足之处。故划线词意为“drawback缺点”。故B正确。

8.A 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发现自己的创造性和想象力。故A正确。

【名师点睛】

本文属于词义猜测题。我们可以根据后句“I ran the risk ...... thinking.”中的“risk”说明我的教育方法也有不足之处，故划线词意为“drawback缺点，不足”。本题属于典型的理由上下文语境推测。

近几年高考阅读中猜测词义考查方法多样化，其中根据上下文语境推测将会越来越多。根据上下文语境作出判断：有时短文中出现一个需猜测其意义的词或短语，下面接着出现其定义域解释或例子，这就是判断该词或短语意义的主要依据。请看下例：

Shanghai Bashi Tourism Car Rental Centre offers a wide variety ofchoices—deluxe sedans, minivans, station wagons, coaches, Santana sedans are the big favorite.

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从前面的Car Rental Center可知出租车公司提供的只能是cars for rent(出租汽车)，也就是说划线的词都是出租汽车的名称。

除此之外，我们还可以根据转折或对比关系进行判断：根据上下句的连接词，如but，however，otherwise等就可以看到前后句在意义上的差别，从而依据某一句的含义，来确定另一句的含义。另外，分号(;)也可以表示转折、对比或不相干的意义。

还可以根据因果关系进行判断：俗话说，“有因必有果，有果必有因”。根据原因可以预测结果，根据结果也可以找出原因。例如

Biggest power failure in the city's history...All of our ice—cream and frozen foods melted.

根据因果关系，停电只能导致冰淇淋和冷冻食品“融化”，也就是melted。

考点：考查记叙文阅读