1. (2022高三上·哈尔滨期末) 阅读理解

Imagine two students. One is constantly shifting in his seat, looking around the classroom, and spinning his pencil. Another is sitting very still with his hands folded, watching you attentively. Which one is paying closer attention to your words and comprehending more of the lesson?

As a teacher of ADHD (多动症) students, I've learned that all is not as it seems. Some students are better able to control their emotions and minds when their bodies are free to move. This includes students who are autistic (自闭症). Additionally, autistic students often find eye contact uncomfortable and listen best while looking away.

If such students must squeeze their behavior into what many teachers call whole body listening—a motionless body and controlled stare—it could actually disturb their concentration. Perhaps a student who seems distracted (分心) is using his ways to effectively self-control, while one who appears to be listening may be distracted by the need to keep up appearances.

But this doesn't apply to all students. For some, the typical behavior of a "good listener" really does mean that they're paying attention. So, if you can't use movement or eye contact as a standard of paying attention, how can you tell whether a student is listening attentively?

There are ways you can use to help students to figure this out. Give students freedom to experiment with ways to listen. You could start by explaining to students that you care more about what their minds are doing than what their bodies are doing. Then let them know they are free to look around and move around, as long as they make a sincere effort to listen.

The phrase whole body listening doesn't have to mean controlling natural movement. If we consider the diversity of what various bodies do while listening, whole body listening can take on a new, wide meaning—truly using your whole body to help you listen well.

1. （1） Why are two students mentioned in paragraph 1?

   A . To draw the attention of the readers. B . To present an argument about listening. C . To show what different students do in class. D . To warn students to listen to teachers carefully.
3. （2） What should a teacher do to help autistic students concentrate on lessons?

   A . Ask them to answer questions. B . Control their body movements. C . Limit their emotions and minds. D . Avoid watching them in the eyes.
5. （3） What does the underlined word "this" refer to in paragraph 5?

   A . Who can be a good listener. B . What good listening looks like. C . The effort students make to listen. D . The freedom to move around in class.
7. （4） What does the author focus on in the last paragraph?

   A . The new meaning of whole body listening. B . The natural body movements when listening. C . The teachers' view on whole body listening. D . The ways to listen with the whole body.