2. 考研
  3. The following passage has five paragraphs I — V. Choose the correct heading for each paragraph from the list of headings below.

The following passage has five paragraphs I — V. Choose the correct heading for each paragraph from the list of headings below.

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问题     The following passage has five paragraphs I — V. Choose the correct heading for each paragraph from the list of headings below. Note there are more headings than paragraphs, so you will not use them all. Write the correct number A — E on the answer sheet (10 points, 2 points each)
List of Headings
[A] Guess the invention and check
[B] Make your own inventions
[C] Sell the invention
[D] Inventions presentations
[E] Inventions for and against
【R1】Paragraph I______
【R2】Paragraph II______
【R3】Paragraph Ⅲ______
【R4】Paragraph V______
【R5】Paragraph VI______
Paragraph I
    The most fun and speaking-intensive way of tackling inventions is for students to make up their own in pairs or small groups and then present them to the class or try to sell them to their partner ( see below for details of those later stages) . You can add language and help give them ideas by giving them:
    -objects that they should invent replacements for
    -actions that they could make their invention do
    -words they could use to describe their invention (materials, shape, types of power, actions, positive adjectives, etc)
Paragraph II
    Either with their own inventions or ones they have been given (pictures and/ or descriptions), students roleplay trying to sell them to each other. This can be made more involved and fun by giving them roleplay cards such as "You are very conservative and don’t like anything new" , "The last thing that this sales representative sold to you was quickly discontinued" and "Price is the most important thing to you" .
Paragraph Ⅲ
    As in real life, presenting inventions makes a lot of sense. This can be their own inventions, real inventions (including from the past or near future), or science fiction inventions. People listening can ask questions , argue that it won’t be a good idea or work, or just vote at the end on who has the best idea (apart from their own).
Paragraph IV
    Students read or listen to descriptions, perhaps from their classmate or teacher, and guess what invention is being talked about.
Paragraph V
    Inventions is perhaps the best of all topics to do the TEFL classic of guessing things from the photo and then reading to check. This works best with very old inventions, prototypes of things coming up or inventions in science fiction that don’t exist yet.
Paragraph VI
    It can be quite amusing and a good test of their argumentative powers to get students to argue that inventions have made or are likely to make life worse, e. g. that the computer has made working life more intolerable. It is also possible to find articles and blog posts on this topic by searching the internet for topics such as "How mobile phones have made life worse".
    It’s quite difficult to come up with opinions on inventions, so to make debates work it is generally a good idea to give them roles like "You distrust all technology" and "You work for the health and safety inspectorate".
【R5】
选项 A、 
B、 
C、 
D、 
E、 
答案E
解析 第六段提到让学生讨论已经或可能使生活变糟的发明可以很好地测试学生的辩论能力，还提出让学生上网搜索相关文章，如“手机是如何让生活变糟的”。由此可知，[E]符合本段内容。
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