Question

When employing role-plays, debates, topic discussions, etc., I have noticed that some students are often timid in expressing their viewpoints. This seems due to a number of reasons:

·Students don't have an opinion on the subject.

·Students have an opinion, but are worried about what the other students might say or think.

·Students have an opinion, but don't feel they can say exactly what they mean.

·Students begin giving their opinion, but want to state it in the same eloquent manner that they are capable of in their native language.

·Othermore actively participating students, feel confident in their opinions and express them eloquently making the less confident students more timid.

In fact, conversation lessons and exercises are intended to improve conversational skills. For this reason, I find it helpful to first focus on building skills by eliminating some of the barriers that might be in the way of production.Having been assigned roles, opinions and points of view that they do not necessarily share, students are freed from having to express their own opinions. Therefore, they can focus on expressing themselves well in English. In this way, students tend to concentrate more on production skills, and less on factual content. They also are less likely to insist on literal translations from their mother tongue.

Applying this approach can begin slowly by providing students with short role plays using cue cards. Once students become comfortable with target structures and representing differing points of view, classes can move onto more elaborated exercises such as debates and group decision making activities. This approach bears fruit especially when debating opposing points of view. By representing opposing points of view, students' imagination are activated by trying to focus on all the various points that an opposing stand on any given issue may take. As students inherently do not agree with the view they represent, they are freed from having to invest emotionally in the statements they make. More importantly, to some extent, students tend to focus more on correct function and structure when they do not become too emotionally involved in what they are saying.

Of course, this is not to say that students should not express their own opinions. After all, when students go out into the "real" world they will want to say what they mean. However, taking out the personal investment factor can help students first become more confident in using English. Once this confidence is gained, students - especially timid students - will be more self-assured when expressing their own points of view.

1.The passage is mainly about how to ______ .

A. teach students to do role-plays

B. have conversation lessons effectively

C. teach students to express their own opinions

D. help students discuss in class

2.Which of the following does NOT make students shy in expressing their opinion?

A. Other students are more eloquent.

B. They have no their own opinions.

C. They’re good at their own mother tongue.

D. They lack enough confidence.

3.According to the passage, how are conversation skills easier to be build?

A. By asking students to tell their own opinions.

B. By practicing arranged roles and opinions.

C. By keeping speaking in English.

D. By having debates at first.

4.The underlined word eliminating can be best replaced by ______ .

A. setting up        B. making room for

C. struggling for   D. getting rid of

5. One of the benefits that the students can obtain from the role-play approach is that ______ .

A. they focus more on the English language itself

B. they pay more attention to the factual content

C. they show more affection for their mother tongue

D. they gain more opportunity to express their own opinions

Answer

1.B

2.C

3.B

4.D

5.A

【解析】

试题分析：当采用角色扮演、辩论、主题讨论时,我注意到学生们不敢表达自己的观点。原因有：对话题没有想法，缺乏信心。其他同学们更雄辩。通过对话课和练习来提高学生技能、树立自信，这样胆小的学生也能信心满满的表达自己的看法。

1.主旨大意题。通读文章得知作者通过有效地对话课和练习来提高学生技能、帮助他们树立自信。选B。

2.细节理解题。根据第一段This seems due to a number of reasons:·Students don't have an opinion on the subject.·Students have an opinion, but are worried about what the other students might say or think.

·Students have an opinion, but don't feel they can say exactly what they mean.·Students begin giving their opinion, but want to state it in the same eloquent manner that they are capable of in their native language.得知学生们不敢发言的原因有：对话题没有想法，缺乏信心，其他同学们更雄辩的,口才更流利的,而不是母语更流利这个原因导致他们不敢表达自己。选C。

3.细节理解题。根据第二段Having been assigned roles, opinions and points of view that they do not necessarily share, students are freed from having to express their own opinions. Therefore, they can focus on expressing themselves well in English.得知通过分配的角色和观点的练习，学生能更好的表达自己。选B。

4.猜测词义题。根据第二段的some of the barriers that might be in the way of production.练习中的障碍得知应该是“摆脱”。 A. setting up 建立 B. making room for 腾地 C. struggling for 挣扎；奋斗； D. getting rid of摆脱掉。故选D。

5.细节理解题。根据第二段Therefore, they can focus on expressing themselves well in English. In this way, students tend to concentrate more on production skills, and less on factual content. They also are less likely to insist on literal translations from their mother tongue.得知学生们通过角色扮演的方法可以更加关注英语语言本身。选A。

考点：教育类文章