Question

Many ESL (English as a Second Language) students in the United States enroll in (注冊學(xué)習(xí)) academic preparation programs and are in their late teens or early twenties. This is often a time when students are looking back on childhood in a different way. Their childhood memories and their viewpoint on those memories can be very useful for the production of wonderfully creative writing.
For this project, the students began in class by closing their eyes and trying to return to their childhood years in order to bring early memories to their mind. After imagining for a few minutes, they began to tell each other what they remembered about those years and tried to describe a particular incident that stood out in their memories.
That evening they wrote in their journals about the incident, embellishing (潤飾) the story as much as possible. The next day, they read the story to a different partner and got feedback (反饋意見). The partner’s job was to: ask more questions to bring back the writer’s memory; help the writer make sure that past tense verbs were used correctly, focusing on the difference between those things that were still true and needed present tense and those things that belonged specifically to the past. Two days later, students made necessary changes or additions and turned in a typed copy of their story. I then made my own comments about their work and asked them to revise their work. The third draft (稿子) produced some very good work

1. 1.
   The author’s purpose of writing this passage is to _____
   1. A.
      show readers the difficulty he had in his work
   2. B.
      explain his idea of English learning
   3. C.
      show readers how ESL students live and study
   4. D.
      tell readers how he taught his ESL students to write
2. 2.
   What did the author ask his students to write about?
   1. A.
      What they saw around them
   2. B.
      Their predictions for the future
   3. C.
      Their childhood memories
   4. D.
      Their opinions of the United States
3. 3.
   In what order do the students write their compositions according to the passage?
   a. share their writing with their classmates
   b. exchange their memories
   c. write their stories
   d. ask for others’ feedback
   e.  make some changes to their compositions and have them typed
   f.  corrected by the teacher
   g.  recall their stories
   1. A.
      g-b-c-a-d-e-f
   2. B.
      g-c-a-d-b-f-e
   3. C.
      e-f-b-c-a-g-d
   4. D.
      d-e-f-g-a-c-b
4. 4.
   A partner may help do the following things EXCEPT _____
   1. A.
      make the memory more complete
   2. B.
      find spelling mistakes
   3. C.
      check the tense of the verbs
   4. D.
      give some feedback

Answer 1

DCAB
試題分析：文章主要介紹了作者是如何來將非英語母語的學(xué)生來學(xué)習(xí)寫作的。
1.主旨題。從最后一段I then made my own comments about their work and asked them to revise their work. The third draft (稿子) produced some very good work.可知，本文主要講述了作者是教那些母語為非英語的學(xué)生如何來寫作的事情，故選D
2.細(xì)節(jié)題。從文章the students began in class by closing their eyes and trying to return to their childhood years in order to bring early memories to their mind. 可知作者同學(xué)們寫他們童年的記憶，故選C
3.細(xì)節(jié)題。本題不難，按照文章的段落的順序及句子的出現(xiàn)先后順序即可作答，故選A
4.細(xì)節(jié)題。文章講到了一個(gè)學(xué)習(xí)伙伴可以幫助使記憶更加完整，可以檢查動詞時(shí)態(tài)和可以給出反饋意見，并沒有講到可以檢查拼寫的錯(cuò)誤問題，故選B
考點(diǎn)：教育類說明文
點(diǎn)評：本文的思路非常清晰，通過對教學(xué)步驟的描寫和理解迅速的理解全文。全文的題目以細(xì)節(jié)題居多，在對文章看懂了的基礎(chǔ)再仔細(xì)對比選項(xiàng)和文章，即可得出答案。