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THE ART OF QUESTIONING OR DEVELOPING CRITICAL THINKING WHEN READING IN A FOREIGN

Every time we open a book or an article, a whole universe of ideas unfolds before us. But how often do we think about the fact that the key to a deeper understanding of these ideas lies in the questions we ask of what we read? <br>

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THE ART OF QUESTIONING OR DEVELOPING CRITICAL THINKING WHEN READING IN A FOREIGN

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  1. THE ART OF QUESTIONING OR DEVELOPING CRITICAL THINKING WHEN READING IN A FOREIGN LANGUAGE Every time we open a book or an article, a whole universe of ideas unfolds before us. But how often do we think about the fact that the key to a deeper understanding of these ideas lies in the questions we ask of what we read? Natalia Shangina 2025

  2. Active reading through questioning What does the text talk about? Why did the author choose to write it that way? How does the information relate to what I already know? This question helps to highlight the main idea and understand the basic theme of the text. This question creates a link to existing experience and knowledge, deepening understanding. This question contributes to analysing the author's style and intentions, allowing us to understand his motives.

  3. Developing critical analysis skills Who is the author and what is the author's position? What is the impact of the data presented on public opinion? Asking questions while reading helps students develop the critical thinking skills needed to analyse information effectively. Asking these questions encourages students to take information seriously.

  4. Types of questions and their targets Comprehension questions Interpretation questions Evaluation questions Comprehension questions are designed to test basic understanding of the text. Interpretation questions require students to analyse the text in more depth. Evaluation questions require students to evaluate the text, its arguments, and style.

  5. Types of questions and their targets (continued) Questions to relate to personal experience Anticipation questions 1 2 Encourage students to relate what they read to their own experiences and opinions. Encourage students to think about what might happen further on in the text. These types of questions encourage students to see the text in the context of their lives and develop emotional responses. Anticipation questions develop prediction and analytical thinking skills.

  6. Techniques for formulating effective questions 1 Using open-ended questions 2 Gradual complication of questions 3 Linking questions to the context Open-ended questions require more detailed answers and stimulate discussion. Start with simple comprehension questions and gradually move to more complex questions. Formulate questions that are relevant to the context of the text and the students' interests.

  7. Techniques for formulating effective questions (continued) Stimulating critical thinking 1 Use of reflective questions 2 Include elements of analysis and evaluation in the questions. Reflective questions help learners become aware of their thoughts and thinking processes. Teachers who use a variety of questioning techniques can significantly increase the engagement of their students.

  8. Appendix 1: Here's an exercise based on "Animal Farm" by George Orwell that encourages critical thinking through multiple-choice questions. Students will read the options and select the best answer, as well as provide their reasoning. Instructions: Choose the best answer for each question and explain your choice. Consider how the themes of the story relate to these questions. Exercise: Critical Thinking Questions on "Animal Farm"

  9. 1. What is the primary reason the animals decide to overthrow Mr. Jones?    - A) They want more food.    - B) They want to establish equality.    - C) They are tired of being mistreated.    - D) They believe they can run the farm better. 2. How does Napoleon maintain control over the other animals? - A) By using kindness and rewards. - B) Through fear and propaganda. - C) By holding frequent meetings. - D) By encouraging independent thought.

  10. 3. In what way does the initial commandment, "All animals are equal," change over time?    - A) It remains the same.    - B) It is amended to "All animals are equal, but some animals are more equal than others."    - C) It is replaced by a new commandment.    - D) It is forgotten completely.  4. How does the role of the pigs differ from that of the other animals?    - A) Pigs do more physical labor.    - B) Pigs take on leadership and decision-making roles.    - C) Pigs are always the last to eat.    - D) Pigs are simply another type of animal on the farm.

  11. 5. What does Boxer represent in the story?    - A) The clever and cunning leader.    - B) The hardworking and loyal working class.    - C) The naive and easily deceived citizens.    - D) The selfish individuals who seek power.  6. Which of the following options best describes the ending of "Animal Farm"?    - A) The animals successfully create a utopia.    - B) The pigs become indistinguishable from humans.    - C) The animals live happily ever after.    - D) The animals realize their mistake and revert to their old ways.

  12. Thanks!

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