Question

Many ESL (English as a Second Language) students in the United States enroll in (注册学习) 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 (润饰) the story as much as possible. The next day, they read the story to a different partner and got feedback (反馈意见). 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.The author’s purpose of writing this passage is to _____.

A．show readers the difficulty he had in his work

B．explain his idea of English learning

C．show readers how ESL students live and study

D． tell readers how he taught his ESL students to write

2.What did the author ask his students to write about?

A．What they saw around them.

B．Their predictions for the future.

C．Their childhood memories.

D．Their opinions of the United States.

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

A．g-b-c-a-d-e-f                           B．g-c-a-d-b-f-e

C．e-f-b-c-a-g-d                           D．d-e-f-g-a-c-b

4.A partner may help do the following things EXCEPT _____.

A．make the memory more complete

B．find spelling mistakes

C．check the tense of the verbs

D．give some feedback

 

Answer 1

【答案】

1.D

2.C

3.A

4.B

【解析】

试题分析：文章主要介绍了作者是如何来将非英语母语的学生来学习写作的。

1.主旨题。从最后一段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，本文主要讲述了作者是教那些母语为非英语的学生如何来写作的事情，故选D

2.细节题。从文章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. 可知作者同学们写他们童年的记忆，故选C

3.细节题。本题不难，按照文章的段落的顺序及句子的出现先后顺序即可作答，故选A

4.细节题。文章讲到了一个学习伙伴可以帮助使记忆更加完整，可以检查动词时态和可以给出反馈意见，并没有讲到可以检查拼写的错误问题，故选B

考点：教育类说明文

点评：本文的思路非常清晰，通过对教学步骤的描写和理解迅速的理解全文。全文的题目以细节题居多，在对文章看懂了的基础再仔细对比选项和文章，即可得出答案。