Arthur sat at the desk in his room, pencil in hand. He had to write a story for his English class by Friday. “I don’t know what to write about,” he complained to his dog Toby, who was asleep at his feet. Arthur was talkative when speaking to his friends, yet he had trouble finding words when he had to write.
By bedtime Arthur had drawn a picture of Toby smiling. He had drawn a tree with its branches blowing in the strong wind. He had also written a note asking his friend Lee to go to the movies on Saturday. But he had not written a single word of his story.
On Wednesday, Mrs. Solomon, Arthur’s English teacher, asked the class to turn in the first draft of their stories. His heart sinking, Arthur turned in the only work he had—the page with his name, the drawings and the note.
Arthur wasn’t surprised when Mrs. Solomon asked him to stay after class the next day. But he was surprised by what she said to him. “This is an attractive story, Arthur. The dog, the movie, the tree in the wind—I can’t wait to find out how they all fit together.”
“That isn’t my story, Mrs. Solomon,” Arthur admitted. “I haven’t been able to think of one yet.”
“Oh, I think you have the seed(種子of a story there,” Mrs. Solomon replied, “Look at your note and the pictures and see if a story comes to you.”
That night Arthur sat at his desk, and this is what he wrote: “One Saturday Mike went downstairs to meet his friend Julio at the cinema. It looked as if it might rain, so Mike carried his umbrella. Suddenly a big storm blew in, bending the trees. The noise of the wind sounded like the barking of Mike’s dog Toby. Toby really hated storms and barked whenever he wanted to be let inside. Then Mike realized that it wasn’t the sound of the wind. It was Toby. The dog was running after him down the busy street, barking. The sound was filled with blame. Mike felt guilty because he had left Toby outside. He turned and headed home with Toby running beside him. Mike let Toby in the door just as the rain started to pour down.”
Arthur had a story in the end. The last thing he did was to write his name proudly at the top of the page.
小題1:Why did Arthur turn in the page with only his name, the drawings and the note at first?
A．Because he had no time to fit them together.
B．Because he had difficulty in writing a story.
C．Because he wasn’t willing to do his homework.
D．Because he wanted to show his talent for drawing.
小題2:What does the underlined sentence in Paragraph 6 probably mean?
A．Toby is an imaginative and lovely dog.
B．The small tree will grow into a big one.
C．His friend Lee can give him a lot of support.
D．He can develop his story based on the first draft.
小題3:What kind of teacher do you think Mrs. Solomon is ?
A．She is a strict teacherB．She is a wise teacher
C．She is an honest teacherD．She is an energetic teacher
小題4:What can we infer(推斷from the story?
A．Arthur is a shy and quiet student
B．Arthur isn’t very satisfied with his story
C．There will be a storm on Saturday
D．Encouragement is important in teaching

小題1:B
小題2:D
小題3:B
小題4:D
短文大意：這篇短文主要記述了阿瑟一開始寫作文很有困難，只交上了一篇只有草圖的作文。所羅門老師見了之后沒有立即批評阿瑟，反而是啟發(fā)，鼓勵(lì)他再原有基礎(chǔ)上續(xù)寫作文，最后阿瑟寫出了一篇不錯(cuò)的作文。從而告訴我們在教學(xué)中鼓勵(lì)的作用是多么的重要。
小題1:根據(jù)短文第一二段描述，可知阿瑟寫這個(gè)故事很有困難。故選B。
小題2:聯(lián)系下文“Look at your note and the pictures and see if a story comes to you.”描述，可知此處指的是他可以在他的草稿的基礎(chǔ)上續(xù)寫他的故事。故選D。
小題3:這篇短文中的所羅門老師在發(fā)現(xiàn)阿瑟沒有完成自己的作文后，沒有立即批評他，而是啟發(fā)他再原有基礎(chǔ)上續(xù)寫他的作文，可見這是一位非常聰明的老師。故選B。
小題4:這篇短文中的阿瑟在一開始寫作文很困難，但是在老師的鼓勵(lì)下終于寫出了一篇不錯(cuò)的作文�？梢娫诮虒W(xué)中鼓勵(lì)的作用是多么的重要。故選D。
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