Pre-Questioning as an activity to active prior knowledge. Pre-questioning as an activity for focus student attention.
3. Questions of inference.
These are questions that oblige the student to ‘read between the lines’, to consider what is implied but not explicitly stated. Questions of this kind are
considerably more difficult than either of the former types, because they require the student to understand the text well enough to work out its implications. The
difficulty is intellectual rather than linguistic in most cases. Examples:
a. Which people were in Rahman’s house when the accident happened?
b. Why was Rahman proud of his son?
4. Questions of evaluation.
Evaluative questions involve the reader in making a considered judgment about the text in terms of what is trying to do, and how far he has achieved it.
Questions of this kind are the most sophisticated of all, since they ask the reader not merely to respond, but to analyze his response and discover the objective
reasons for it, as well as measuring it against the presumed intention of the writer. The reader may be asked to judge, for example, the writer’s honesty or bias e.g.
In newspaper reporting or advertising copy. 5.
Questions of personal response. Of all the types of question, the answer to this type depends most on the
reader and least on the writer. The reader is not asked to assess the techniques by means of which the writer influences him, but simply to record his reaction to the
content of the text. Example:
a. What is your opinion of Rahman’s behavior?