阅读理解 说题模版 英文版

阅读理解说题模版Good afternoon, my dear judges,I feel privileged to be here, sharing my perception about the test of Reading Comprehension of the National Matriculation English Test. To drive my point home, I would say this is an appropriate Cloze to test students ability of language application. And I’ll demonstrate my point of view in _________ aspects.1.Analysis of the Text (文本分析)First of all, let’s look at the discourse for questions-setting. Within _______ words(阅读量), the discourse（语篇题材）is a narration/expository text/argumentation/ news report/practical text, which is mainly about（语篇主题）________ On the one hand, the text embodies（语篇主题意义）our aims to cultivate talented students with high morality, teaching students the correct life outlook and values with positive and meaningful topic. On the other hand,the text offers a real context, authentic language, clear logic as well as some obstacles for reasonable question-setting. (难易度)It a reading discourse of medium difficulty, which is meant for college entrance examination.2.The purposes of question-setting（命题目的）Referring to the new curricular standard, the Instruction of Examination points out that reading comprehension is intended to test students’ ability to acquire relevant information in diverse discourse to answer different types of reading questions. And all the questions set should embody the four core competence of English Education--language ability, culture character/awareness, thinking ability as well as learning ability.3.The theoretical basis and my thoughts of question-setting(命题理论依据和命题思路)The core competence of English Education(核心素养) is closely related to Bloom’s cognitive theory, in which knowledge, comprehension and application present lower level of thinking while analysis, synthesis and evaluation.According to Bloom’s cognitive theory, I think testing questions can be divided two types. Questions to test students’ language ability belongs the low level of thinking which questions require learning ability, thinking ability and culture awareness are of high level of thinking.Therefore, I set question NO_______ to test students’ language ability and I set Question NO____________ to test students thinking ability, learning ability as well as cultureawareness.4.Skills students need to solve the problem (学生要有的解题能力)Bearing the new curricular standard in mind, I set five questions based on the four core competences of English education and students’ cognitive regulation. To get the job well done, students need different skills，which test their learning ability--adjusting strategy according to the different question types.Question NO 1. Reading for detailed informationIt is a question of low/high thinking level to test the students’ language ability which requires students to use the vocabulary, grammatical skills or basic knowledge of English acquire information.As for this question，students need to locate the information and find the synonym of “_____” / to simplify the long sentence “____________________________” /find another expression with the same meaning of the sentence “_________________”.Question NO 2. Guessing the meaning of some word, set phrase, or sentence.It is also a question of low/high thinking level to test the students’ language ability and learning ability.To find answer for this question, students are require to find contextual clues, but as long as he find another expression of the test word“_____” , the problem would be solved with ease.Question NO. ____ Reading for main idea/for construction of the article/reading for inferential judgement/reading for the author’s intention,attitude and opinion.It is also a question of low/high thinking level to test the students’ thinking ability. Question can’t not be solved by completely understand the every single word in the whole passage. Students are supposed to have ability to analyze the features of the discourse, refer to construction of the text, and guess the intention the author. In other words, they have to acquire information and then process it before they make judgement/jump into conclusion.To find answer for NO_______, students can refer to the features of discourse, find the sight words and analyze the logic of the passage.To find answers for NO________, students need to find contextual clues in paragraph_______ and then recognize the hidden information according to the clues.To find answers for NO________, students need to find the subjective or objective words the author use or the direct or indirect speech of sbs.5.Basic factors to improve reading comprehension( 提高阅读理解的关键要素)1.Students’ basic vocabulary&outlined vocabulary in the new curricular standard.2.Student’s reading strategies3.Ability to analyse the complex sentences and apply grammatical knowledge to acquire information.4.Culture difference &different thinking modes.。