英語閱讀測驗 (B)

試題本

作答說明：

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7. 作答時間是 50 分鐘。

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班級：

姓名：

座號：

Peter Possum’s Playful Trick

Questions 1-5 refer to the first text

( D ) 1. What is the main purpose of this selection? (integrate/interpret) (A) to teach the reader something about possums (1)

(B) to persuade the reader to give food to possums (0)

(C) to teach the reader how to protect garbage cans from possums (0) (D) to entertain the reader with an enjoyable story about a possum (2) ( B ) 2. What is this selection mostly about? (integrate/interpret)

(A) Peter Possum going to the garbage can looking for food (1)

(B) Peter Possum saving himself from Old Dog Tiger by tricking him (2) (C) Old Dog Tiger hiding behind the garbage can waiting for Peter Possum (D) Old Dog Tiger running home to tell his master that he scared Peter

Possum to death (1)

( B ) 3. Which statement lets the reader know that this is a make-believe story?

( ) 3. (critique/evaluate)

(A) Peter Possum climbed down the tree trunk. (0)

(B) Peter Possum said, “I’m hungry. What do I want today?” (3) (C) Peter Possum started pushing the lid from the can. (2)

(D) Peter Possum lay very still on the ground. (1)

( C ) 4. How would Peter Possum most likely describe himself when he pretends he scared the possum to death? (integrate/interpret)

(A) angry (0) (B) clever (1) (C) happy (2)

(D) sad (0) 完成時間：

(0)

Invite Ants to Lunch

Questions 6-12 refer to the second text

( C ) 6. What is the main purpose of this selection? (integrate/interpret) (A) to teach the reader about different kinds of ants (1)

(B) to teach the reader about ants’ antennae (0)

(C) to teach the reader how to find out what ants like to eat (2) (D) to teach the reader how to find out where ants live (1)

( B ) 7. Why does the author most likely begin the article by saying “Ants love a picnic”? (critique/evaluate)

(A) to show that ants enjoy having lunch outside with their friends (1) (B) to show that in some ways ants are like people (3)

(C) to show that ants like to carry food home from a picnic (2) (D) to show that ants like to search food from a picnic (0)

( D ) 8. In paragraph 5, the author says ants “may investigate, touching many pieces of food with their antennae.” What does the word investigate mean?

(integrate/interpret)

(A) quickly look at something (1) (B) quickly taste something (1) (C) carefully leave something (0) (D) carefully check something out (2)

( D ) 9. In paragraph 5, who is most likely asking the questions written in italics?

( A ) 11. How can a person find out how far ants will travel to find a food station?

( ) 11. (locate/recall)

(A) by moving the food station farther away (1) (B) by changing the food in the food station (0) (C) by showing the food station to different ants (0) (D) by moving the food station closer (0)

( B ) 12. What did the author most likely want a reader to learn in this selection?

( ) 12.(critique/evaluate)

(A) how much food ants can eat (0) (B) how to study ant behavior (3) (C) how to find ants’ home (2)

(D) how to feed ants in the backyard (1)

完成時間：

That Goo You Chew

Questions 13-19 refer to the third text

( C ) 13. What is this selection mainly about? (integrate/interpret) (A) why Indians chewed gum (0)

(B) why bears chewed gum (0) (C) the history of chewing gum (2) (D) the different kinds of gum (1)

( B ) 14. According to the selection, which was the first bubble gum ever made? (A) Its flavor lasts longer. (0)

(B) It is stickier and gummier. (0) (C) It can make a person alert. (0) (D) It is stronger and stretchier. (1)

( B ) 16. The fourth paragraph says cha is the sound gum “made when chomped.”

Which word means the same as chomped? (integrate/interpret) (A) broken (1)

(B) chewed (2) (C) hardened (0) (D) chopped (1)

( D ) 17. The selection says that sticky, stretchy stuff in gum is called “latex (LAY-tex).” What does the information in parentheses tell the reader?

(integrate/interpret)

(A) a different word for latex (0) (B) the spelling of latex (1) (C) the meaning of latex (1) (D) the pronunciation of latex (2)

( A ) 18. Which question asks for more information than is given in this selection?

( ) 18. (integrate/interpret)

(A) About how many people chew gum in the United States? (2) (B) Who were the first people to chew (0)

( A ) 19. Why are titles such as “The Original Gummy Bears” and “What a Stretch” used? (critique/evaluate)

(A) to introduce the topic of the section in a funny way (3) (B) to describe a scientific experiment (0)

完成時間：

Appendix 3: Text maps of the English reading comprehension test

Title: The Discovery of Farming: an Idea That Changed the World Genre: Content – informational text

Central Idea: To tell readers farming was an important discovery Dominant Organizational Patterns: description

Major/Supporting Ideas and Role in Text Organization:

Introduce how farming began and its development afterward Org. Element: Description

Major Idea: Farming was an important discovery Supporting Ideas:

The discovery of farming is the most important thing that happened between 10,000 B.C. and 8,000 B.C.

Org. Element: Description

Major Idea: The characteristics of farming Supporting Ideas:

1. Put seeds in the ground and plants begin to grow

2. Raise cows, pigs, or chickens that will provide other kinds of food Org. Element: Description

Major Idea: Farming was happened by accident like many great discoveries Supporting Ideas:

1. Someone may have dropped seeds of wild wheat on the ground one fall and then found that a crop growing in the spot where he or she dropped the seeds

2. No matter how it came about, we know that people began to grow crops and raise animals between 10,000 B.C. and 8,000 B.C.

Org. Element: Description

Major Idea: The development of farming Supporting Ideas:

1. Farmers used sticks with sharp ends to break up the ground for planting 2. The sticks led to the hoe and the hoe led to the plow

3. At first Farmers tamed small animals, such as chickens, squirrels, and birds 4. They tamed larger animals to help them do their works

Text Features: None Author’s Craft:

1. The author pointed out the central idea at the beginning that farming was the most important discovery between 10,000 B.C. and 8,000 B.C.

2. The author introduced the beginning of farming and its development to tell readers how today’s farming was formed

Vocabulary Words:

discovery, crop, animal, forked stick, stir up, hoe, plow, tame

Title: Crash Coogan

Genre: Fiction – literary text Story Level Theme:

To understand how Crash Coogan feels about relay race Abstract Level Theme:

To tell readers that some things are not really over until the last moment Plot:

Problem: Crash Coogan kept thinking about his relay race today

Conflict: The relay race he pictured was so nervous and exciting that Crash Coogan hardly ate his breakfast and did not pay attention in class

Resolution: Crash Coogan won the race and enjoyed his glorious moment Setting: Stadium

Characters:

Crash Coogan

His mind is on the race–I kept thinking of the race-off today, and the Relays Friday Persistent–although he was the last one when he got the baton, he won at last Huber–Crash Coogan’s teammates, the first racer

Noles–Crash Coogan’s teammates, the second racer Caruso–Crash Coogan’s teammates, the third racer Major Events:

1. Crash Coogan hardly ate breakfast, did not pay attention in class, because he kept thinking about the race

2. Crash Coogan thought that he might be the anchor leg since he was the fastest racer, and the anchor is the one who crosses the finish line and enjoy the glorious moment

3. Crash Coogan pictured Friday’s race

4. Crash Coogan was the last one when his teammate passed the baton

5. Crash Coogan won the race as he remembered the coach saying that in a close race the one who leans win

6. Crash Coogan heaved the baton into the air and enjoyed the glorious moment Author’s Craft:

1. The author pointed out Crash Coogan’s feelings at the beginning to make readers wonder what’s the plot next and also implied that Crash Coogan’s mind was on the race

2. The second and third paragraphs explained how relay races work and also revealed Crash Coogan’s opinion about being the anchor leg

3. The author had Crash Coogan tell the story so that readers will realize what Crash Coogan was feeling

4. The author used metaphor to describe the noise made by the crowd as hurricane 5. The race that Crash Coogan pictured tells readers do not give up easily until the last

moment

Vocabulary Words:

relay race, baton, anchor leg, glory, sprinter, take off, hurricane

Title: What’s a ‘Musher’?

Genre: Content – informational text

Central Idea: To introduce what is a musher and how the Iditarod race works Dominant Organizational Patterns: description

Major/Supporting Ideas and Role in Text Organization: To join the race, mushers need training, team dogs and equipment

Org. Element: Description

Major Idea: Anyone can be a musher Supporting Ideas:

1. It doesn’t matter whether the person is a lawyer, a dentist, a fisherman or a teacher 2. It doesn’t matter if they’re from Russia, Canada, France or the United States 3. A musher is a hardworking dedicated competitor who is the only human among a

team of dogs.

Org. Element: Description

Major Idea: Before join the Iditarod race, there are some tough rules to follow Supporting Ideas:

In order for a team to register for the race, the driver has had to finish at least two approved races that total at least 500 miles.

Org. Element: Description

Major Idea: Training for mushers and their dogs Supporting Ideas:

1. In July, they hook up their dogs to All-Terrain Vehicles and take them on short runs, up to five miles long

2. By mid-October, the dogs are up to runs of 10 to 15 miles

3. As soon as there is snow on the ground, the dogs are hooked up to sleds, which are much easier for them to pull.

4. The length of the runs has increased to 30 or 40 miles 5. By Christmas, a run of 50 miles is normal

6. In January, the first races are held. These races can be anywhere from 200 to 500 miles in length

Org. Element: Description, Comparison

Major Idea: Quality that these race dogs should have Supporting Ideas:

1. These lead dogs are usually smarter and better at following commands than other dogs 2. Some dogs are better on long, flat runs, while others excel in hilly terrain, so mushers

rotate the leader dogs depending on what the trail conditions are Org. Element: Description

Major Idea: Equipment for the race

Supporting Idea:

1. Sleds usually weigh between 30 and 40 pounds and are either made of wood or plastic.

2. The special plastic bottoms on the runners are made so that they can be easily replaced when they wear out.

3. The musher wrap a cord around his or her waist to avoid falling off the sled 4. A heavy sleeping bag, an ax, snowshoes, an arctic parka, food are for themselves 5. Dog food and two sets of booties are for dogs’ feet

6. An alcohol stove and a pot are used for melting snow 7. They also pack spare lines and snaps, sewing kits and tools.

8. Plenty of drinking water is a must since dehydration can be a problem

9. In recent years, many of the mushers have taken cameras, radios or compact disc players to help with the boredom along the long stretches of the trail.

Text Features: a musher, the Iditarod trail Author’s Craft:

1. The author gave titles for what he is going to introduce, and this gives readers a clear mind of the topic.

2. The author provided pictures for readers to know what’s a musher look like and displayed how far the race is.

Vocabulary Words:

dogsled, rookie, terrain, command, rotate, cord, parka, injury, stove, Fahrenheit, dehydration

Title: Peter Possum’s Playful Trick Genre: Fiction – literary text Story Level Theme:

Peter Possum saved himself from Old Dog Tiger by tricking him Abstract Level Theme:

When you face a tough situation, try to calm down and wait for an opportunity Plot:

Problem: Peter Possum was hungry and tried to get some food from Laceys’ garbage can Conflict: Old Dog Tiger hid behind the garbage can and waited as Peter Possum came close

Resolution: Peter Possum escaped by pretending to be dead Setting: Near Laceys’ garbage can

Characters:

Peter Possum

Clever–wait for a chance to escape Old Dog Tiger

Careless–leaving without checking Peter Possum Major Events:

1. Peter Possum got up and tried to get something to eat from Laceys’ garbage can 2. Old Dog Tiger was waiting for Peter Possum to come close

3. Peter Possum was caught by Old Dog Tiger

4. Peter Possum flopped over on the ground and pretended to be dead

5. Old Dog Tiger was happy that he scared the possum to death, and ran away to get his master

6. Peter Possum escaped as Old Dog Tiger ran away Author’s Craft:

1. The author added dialogues to make the story more real

2. The author used onomatopoeia such as rattle, snarl, ruff, and growl to make the story more alive and make readers picture the situation

Vocabulary Words:

branch, trunk, scrap, garbage, flop over, sniff, be proud of, pretend, trot

Title: Invite Ants to Lunch

Genre: Procedural text – informational text

Central Idea: To tell readers how to study ants’ behaviors Dominant Organizational Patterns: description, comparison Major/Supporting Ideas and Role in Text Organization:

Give instructions to readers to study ants’ behaviors, such as what’s ant’s favorite food, are ants fuzzy eaters, how far will they go, and how they spread the news

Org. Element: Comparison

Major Idea: Ants have favorite foods just like human Supporting Ideas:

1. Harvester ants from the southwestern United States collect seeds 2. Carpenter ants like to eat insects and juicy fruits

3. Leafcutter ants munch on fungus salads that they grow in underground gardens Org. Element: Experiment

Major Idea: To find out what the ants in the neighborhood like to eat Supporting Ideas:

1. Place small amounts of different foods on the edge of an upside-down plate, such as peanut butter, honey, mashed banana, grated apple or cheese, and seeds (such as barley, sunflower seeds without shells, or sesame seeds)

2. Put this feeding station where there are lots of ants 3. Count how many there are every three minutes Org. Element: Experiment

Major Idea: Ants do not always take the first food they found Supporting Ideas:

1. They investigate, touching the food with their antennae

2. When they made the decision, they carried the food back to their nest Org. Element: Experiment

Major Idea: To figure out ants’ preference, big or small, sweet or less sweet crumbs Supporting Ideas:

1. Give ants a choice between full-strength honey and a honey-water mixture (add one teaspoon of honey to five teaspoons of water)

2. Offer a few drops of each choice side-by-side at a feeding station 3. Count the numbers of ants every three minutes

Org. Element: Experiment

Major Idea: To see how far will ants go to collect food Supporting Ideas:

1. Find an ants’ nest

2. Move the food station about one foot (30 cm) farther from the nest

3. If the ants find it, keep moving the station until the ants no longer show up Org. Element: Experiment

Major Idea: How long does it take an ant to tell others that there’s food nearby Supporting Ideas:

1. Offer their favorite food at a feeding station

2. After the first ant finds the food, begin counting the ants at the food source every minute and observing their behaviors

3. When the first ant heads home, what does it do when it gets near one of its nestmates

4. Does it feed the other ant a bit of food 5. Do the two touch their antennae together

6. Is the ant with the food dragging its back end on the ground 7. It may be leaving a trail of smelly chemicals that leads to the food Text Features: None

Author’s Craft:

1. The author stated that ants love a picnic to show that in some ways ants are like people 2. The author gave a clear title to tell readers what he or she is going to introduce

3. The experiments will catch readers attention and make them feel like trying themselves 4. At the end of the text, the author ask a question to make readers think other possibilities

and motivate them to do it Vocabulary Words:

experiment, picnic, seeds, fussy, antennae, mixture, drag, chemicals

Title: That Goo You Chew

Genre: Content – informational text

Central Idea: Introduce the history of chewing gum Dominant Organizational Patterns: description

Major/Supporting Ideas and Role in Text Organization:

To tell readers how chewing gum was discovered and its development afterward Org. Element: Description

Major Idea: how chewing gum was discovered Supporting Ideas:

1. North American Indians find out from watching bears and showed European how to chew gum

2. Bears pucker up, tugging at the sticky goo that oozes out from the trees and stuffing it into their mouths

Org. Element: Description

Major Idea: Introduce tropical gum trees Supporting Ideas:

1. The Mayan Indians found gum growing inside sapodilla trees, called chicle 2. Chewing on chicle made the Mayans’ mouth water, so it was a juicy treat for dry

throats

3. The Mayans called the chewy chicle cha–the sound it made when chomped Org. Element: Description

Major Idea: Names of gums Supporting Ideas:

1. The first chewing gum made in the US was in 1848, called Maine Pure Spruce Gum 2. Black Jack was the first flavored gum, tasted like licorice

3. The first candy-coated gum was Chiclets

4. Blibber-Blubber was the first bubble gum, but was never sold because it was too sticky

5. Dubble Bubble came next and was a big hit Org. Element: Description

Major Idea: what makes gum so gummy Supporting Ideas:

1. It’s the sticky, stretchy stuff in it, called latex (LAY-tex)

2. Bubble gum is stronger and stretchier than regular chewing gum. So when you blow your hot air into bubble gum, it expands–just as a balloon does

Org. Element: Description

Major Idea: why people chew gums Supporting Ideas:

1. chewing seems to be relaxing

2. help some people cut back on bad habits, such as smoking or eating too much 3. chewing helps others stay alert when they’re feeling tired

4. help freshen breath and clean teeth. But it doesn’t beat a good, old-fashioned brushing and flossing

Text Features: None Author’s Craft:

1. The thing that the author introduced was quite close to people’s lives, so it may be easily catch readers’ attention

2. The author used interesting subtitles to catch readers’ attention Vocabulary Words:

chewing gum, goo, ooze out, stuff, stretchy, sap, chomp, tropical, latex, relax, floss

Appendix 4: The rationale and scores for each distractor

Item

code Item (Preliminary achievement) Cog.

target Distractors Rationale

IA201 What is the main idea of this selection?

(Summarize major ideas) 2

(A) Farming began long ago. 1 (only part of main idea)

(B) Farming was a very important discovery. 2 (correct response)

(D) Farming was started with cows and horses. 0 (not text-based)

IA202 What does the title tell the reader about the selection?

(Draw conclusions) 2

(A) It is a selection about an important invention. 0 (not text-based) (B) It is a selection that teaches about farming. 1 (only part of main idea) (C) It is an accident that farming was discovered. 0 (unrelated to main idea)

(D) It has specific information about farming. 2 (correct response)

IA103 How did early farmers break up the ground for planting?

(Find the main idea)

(A) They used sharp sticks. 1 (correct response)

(B) They used heavy shovels. 0 (not text-based)

(D) They used their hands. 0 (not text-based)

IA104 According to this selection, what is the most likely way farming began?

(Make simple inferences) 1

(A) Someone dropped some seeds on the ground and they grew. 1 (correct response)

(B) Someone began raising animals on a farm. 0 (unrelated to main idea)

(D) Someone stuck a hoe in the ground. 0 (unrelated to main idea)

IA205 According to the selection, which animal was probably the later animal to be tamed?

(Make simple inferences) 2

(A) cat 1 (only part of main idea)

(B) chicken 0 (unrelated to main idea)

(D) horse 2 (correct response)

LB206 What is the main purpose of the second and third paragraphs?

(Identify similarities across texts) 2

(A) to make the reader feel the excitement of a race 1 (unrelated to main idea)

(B) to explain to the reader how relay races work 2 (correct response)

(C) to show the reader how Crash feels about relay races 1 (unrelated to main idea) (D) to prove to the reader that Crash is a good racer 0 (not text-based)

LB207 What seems to be the most important thing to Crash?

(Infer character’s motivation) 2

(A) being the anchor and winning 2 (correct response)

(B) following the coach’s advice 1 (only part of main idea)

(D) not letting his teammates down 0 (not text-based)

LB208 What is the hurricane that Crash talks about at the end of the selection?

(Interpret mood or tone) 2

(A) the sound that the other runners make 1 (unrelated to main idea)

(B) the weather the day of the race 0 (not text-based)

(D) the noise made by the crowd 2 (correct response)

Crash Coogan tell the story?

(Identify elements of author’s craft)

(A) so that the reader will understand Crash Coogan 1 (unrelated to main idea) (B) so that the reader will think that the story is true 0 (not text-based) (C) so that the reader will understand racing better 2 (only part of main idea) (D) so that the reader will know what Crash Coogan is feeling 3 (correct response)

LB311 What can the reader learn from Crash’s experience?

(Describe thematic connections across literary texts) 3

(A) that it is not easy to win a relay race 2 (only part of main idea)

(B) that some races are not really over until the last moment 3 (correct response) (C) that Crash Coogan wanted the race to last longer 0 (not text-based) (D) that Crash Coogan felt confident about himself 1 (unrelated to main idea)

IC212 In the first paragraph, why is the lawyer mentioned?

(Identify author’s explicitly stated purpose) 2

(A) to show that many lawyers are mushers 1 (unrelated to main idea)

(B) to show that lawyers are needed to record the race 1 (unrelated to main idea)

(D) to show that there are some tough rules to follow 0 (not text-based) IC113 What type of mushers are encouraged to participate in

the Iditarod?

(Identify supporting details) 1

(A) mushers who have finished a 200-mile race 0 (not text-based)

(B) mushers who have won prize money 0 (not text-based)

(D) mushers with a lot of experience 1 (correct response)

IC214 Which quality in a lead dog does the selection indicate is most important?

(Identify author’s implicitly stated purpose)

(A) obedience 2 (correct response)

(B) speed 1 (unrelated to main idea)

(D) confidence 0 (not text-based)

IC315 Which statement about mushers is supported by the selection?

(Explain author’s point of view) 3

(A) Mushers eat a high-protein diet. 0 (not text-based)

(B) Mushers are professional athletes. 2 (only part of main idea)

(D) Mushers want to win the prize. 1 (unrelated to main idea)

IC216 What is the main purpose of the equipment listed in paragraph 10?

(Draw conclusions)

(A) to help the sleds go faster 0 (not text-based)

(B) to maintain the sleds 1 (unrelated to main idea)

(D) to use for protection and survival 2 (correct response)

IC217 What is the main reason mushers must carry an alcohol stove and a pot on the Iditarod?

(Draw conclusions) 2

(A) to cook food for the dogs if they get hungry 1 (only part of main idea) (B) to cook food for themselves if they get lost 1 (only part of main idea)

(D) to use in case they run out of drinking water 2 (correct response)

IC218 Based on the selection, which is most likely true about being a musher?

(Summarize major ideas)

(A) It requires having a few affectionate dogs. 1 (only part of main idea)

(B) It is accepted that a cook can be a musher. 1 (only part of main idea)

(D) It requires hard work to do well. 2 (correct response)

IC319 Which best explains the statement, “It would be great to win, but just finishing makes them all winners”?

(Draw conclusions)

(A) Finishing the race is an amazing accomplishment. 3 (correct response) (B) Winning is the most important accomplishment in the race. 0 (not text-based) (C) Everyone who enters the competition wins a prize. 1 (unrelated to main idea) (D) Every musher enjoys the competition and does not care if he or she wins. 2 (only part of main idea)

IC120 Which checkpoint comes earliest in the Iditarod race?

(Find the topic sentence or main idea) 1

(A) Eagle Island 0 (unrelated to main idea)

(B) Finger Lake 1 (correct response)

(D) White Mountain 0 (unrelated to main idea)

LD221 What is the main purpose of this selection?

(Explain theme) 2

(A) to teach the reader something about possums 1 (only part of main idea)

(B) to persuade the reader to give food to possums 0 (not text-based)

(C) to teach the reader how to protect garbage cans from possums 0 (not text-based) (D) to entertain the reader with an enjoyable story about a possum 2 (correct response) LD222 What is this selection mostly about?

(Locate textually explicit information) 2

(A) Peter Possum going to the garbage can looking for food 1 (only part of main idea) (B) Peter Possum saving himself from Old Dog Tiger by tricking him 2 (correct response) (C) Old Dog Tiger hiding behind the garbage can waiting for Peter Possum 0 (unrelated to main idea) (D) Old Dog Tiger running home to tell his master that he scared Peter Possum to death 1 (only part of main idea) LD323 Which statement lets the reader know that this is a

make-believe story?

(Identify elements of author’s craft) 3

(A) Peter Possum climbed down the tree trunk. 0 (unrelated to main idea)

(B) Peter Possum said, “I’m hungry. What do I want today?” 3 (correct response) (C) Peter Possum started pushing the lid from the can. 2 (only part of main idea)

(D) Peter Possum lay very still on the ground. 1 (unrelated to main idea)

LD224 How would Peter Possum most likely describe himself when he pretends to be dead?

(Interpret mood or tone)

(A) honest 0 (unrelated to main idea)

(B) careless 1 (only part of main idea)

(D) sad 0 (unrelated to main idea)

LD225 Which word best describes Old Dog Tiger as he runs to tell his master that he scared the possum to death?

(Interpret mood or tone)

(A) angry 0 (unrelated to main idea)

(B) clever 1 (only part of main idea)

(D) sad 0 (unrelated to main idea)

IE226 What is the main purpose of this selection?

(Summarize major ideas) 2

(A) to teach the reader about different kinds of ants 1 (only part of main idea)

(B) to teach the reader about ants’ antennae 0 (unrelated to main idea)

(C) to teach the reader how to find out what ants like to eat 2 (correct response) (D) to teach the reader how to find out where ants live 1 (only part of main idea) IE327 Why does the author most likely begin the article by

saying “Ants love a picnic”?

(Explain author’s point of view) 3

(A) to show that ants enjoy having lunch outside with their friends 1 (unrelated to main idea) (B) to show that in some ways ants are like people 3 (correct response) (C) to show that ants like to carry food home from a picnic 2 (only part of main idea) (D) to show that ants like to search food from a picnic 0 (not text-based)

IE228

In paragraph 5, the author says ants “may investigate, touching many pieces of food with their antennae.”

What does the word investigate mean?

(Make simple inferences)

(A) quickly look at something 1 (not precise)

(B) quickly taste something 1 (not precise)

(D) carefully check something out 2 (correct response)

IE229 In paragraph 5, who is most likely asking the questions written in italics?

(Make simple inferences) 2

(A) students 0 (not text-based)

(B) scientists 1 (unrelated to main idea)

(D) ants 2 (correct response)

IE230 What are an ant’s antennae most like?

(Make simple inferences) 2

(A) a person’s hands 2 (correct response)

(B) a person’s tongue 0 (not text-based)

(D) a person’s feet 1 (only part of main idea)

IE131 How can a person find out how far ants will travel to

在文檔中高中英文閱讀理解次序選擇題測驗之效度檢核 (頁 143-167)