Question

【題目】 “Suzanne Meyer, the assistant director of the English Language Institute at the University of Tennessee, says that many students need to learn how to collect information, and then evaluate the information and apply it to a new context. Meyer says: “【1】 . Question-asking activities help students to become better language learners. Question-asking may help develop critical thinking skills by allowing for more interactions.【2】 . When they are confident, they can have more interaction. That extra interaction might lead to critical thinking.”

How can you practice asking questions? There are many strategies to improve question-asking and develop critical thinking skills. 【3】 .

If students were reading a new text, they would design a series of questions using three different steps. In the first step, students create questions about information in the text that they are reading. In the second step, students create questions about how the information in the text connects to their own life. In the third step, students create questions about abstract ideas – ideas that came up in the questions about themselves.【4】 .

Practical Tips: Meyer says that when teachers tell students which questions to answer, students are less likely to be creative about the types of questions that they ask. 【5】 . Try making a list of questions that go from concrete to abstract. Check with your teacher to make sure that your grammar is correct, and try to practice in the classroom.

A.So, practice developing your own questions!

B.People who can ask questions should be very confident.

C.People can ask questions freely when they feel relaxed.

D.If people take some steps, they can find some useful question-asking patterns.

E.There are many benefits to using question-asking activities with English learners.

F.One possible strategy is to use question-asking patterns that start with concrete questions and move to abstract questions.

G.If students follow these three steps, they have not only practiced creative ways to ask questions, they have also started practicing critical thinking.

Answer 1

【答案】

【1】E

【2】B

【3】F

【4】G

【5】A

【解析】

這是一篇說明文。本文講述了如何通過提問的方式學(xué)習(xí)英語。其中包括使用提問方式學(xué)習(xí)英語的好處、如何進(jìn)行提問以及實(shí)用的提問技巧。

【1】根據(jù)下文Question-asking activities help students to become better language learners. Question-asking may help develop critical thinking skills by allowing for moreinteractions.(提問活動幫助學(xué)生成為更好的語言學(xué)習(xí)者。通過允許更多的互動，提問可以幫助發(fā)展批判性思維技能)可知都是在講提問的益處。因此，本句是對這兩句的概括、說明。故E選項(xiàng)“對英語學(xué)習(xí)者使用提問活動有很多好處”符合上下文語境。故選E。

【2】根據(jù)后文When they are confident, they can have more interaction.(當(dāng)他們自信時(shí)，他們可以有更多的互動)由此可知，能夠提問的人非常自信，而當(dāng)他們自信的時(shí)候他們就可以有更多的互動。故B選項(xiàng)“能夠提問的人應(yīng)該非常自信”符合上下文語境。故選B。

【3】根據(jù)上文There are manystrategiesto improve question-asking and develop critical thinking skills.(有許多策略可以提高提問和發(fā)展批判性思維技能)由此可知，本句為列舉其中一種提高提問和發(fā)展批判性思維技能的策略。故F選項(xiàng)“一種可能的策略是使用提問模式，從具體的問題開始，然后轉(zhuǎn)向抽象的問題”符合上下文語境。故選F。

【4】根據(jù)上文In the first step, students create questions about information in the text that they are reading. In the second step, students create questions about how the information in the text connects to their own life. In the third step, students create questions about abstract ideas - ideas that came up in the questions about themselves.(在第一步，學(xué)生在他們正在閱讀的文本中創(chuàng)造關(guān)于信息的問題。在第二步中，學(xué)生提出問題，說明課文中的信息是如何與他們自己的生活相聯(lián)系的。在第三步中，學(xué)生提出關(guān)于抽象概念的問題——在關(guān)于他們自己的問題中出現(xiàn)的概念)可知是設(shè)計(jì)問題的三個(gè)步驟，而G項(xiàng)則說明了如果采取這三個(gè)步驟所帶來的好處。故G選項(xiàng)“如果學(xué)生遵循這三個(gè)步驟，他們不僅練習(xí)了創(chuàng)造性的提問方式，他們也開始練習(xí)批判性思維”符合上下文語境。故選G。

【5】根據(jù)上文Meyer says that when teachers tell students which questions to answer, students are less likely to be creative about the types of questions that they ask.( Meyer說，當(dāng)老師告訴學(xué)生該回答哪些問題時(shí)，學(xué)生對他們所問問題的類型就不太可能有創(chuàng)造性)可知如果老師告訴學(xué)生所要回答的問題，學(xué)生就不大可能對他們所要問的問題的類型具有創(chuàng)造性。因此，接下來應(yīng)該說應(yīng)開發(fā)自己所要提問的問題。故A選項(xiàng)“所以，練習(xí)提出你自己的問題吧!”符合上下文語境。故選A。