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- To activate thinking is the chief perlocutionary act effect searched by speech act in classroom questions. 激活思维是课堂提问的言语行为所要追求的最主要的言后之效。
- The design of classroom question and creation of question situation are crucial to elicitation method. 精心设计课堂提问，为学生创设问题情境，是实施启发式教学与学生思维能力培养的重要一环。
- The more the input is, the more adjustment is needed.Interactional adjustment is particularly important in classroom questioning. 封闭型问题和开放问题的有效调节会进一步促进课堂中的互动。
- The late boy made a beeline for his classroom. 迟到的男孩抄捷径跑去上课。
- His honesty was called into question. 他的诚实受到了怀疑。
- The question was decided by referendum. 这问题是由全民投票决定的。
- A group of boys dashed out of the classroom. 一群男孩子从教室里冲出来。
- The classroom was turned upside-down. 教室被弄得乱七八糟。
- Is there a boy in the classroom? 教室里有一位男孩吗？
- No one may leave the classroom until the bell goes. 铃响以前任何人均不得离开教室。
- She hung back from asking those questions. 她犹豫着没有提出那些问题。
- I got sick of his smoking in the classroom. 我讨厌他在教室抽烟。
- The students clean the classroom everyday in turn. 学生们每天轮流打扫教室。
- I have been puzzling about this question for weeks now. 我对这个问题已冥思苦想了好几个星期。
- It was that thought which made me ask an unquiet question calmly. 是那个想法使我平静地问了一个令人焦急的问题。
- There are eight students in the classroom. 教室里有八个学生。
- We found ourselves in opposition to our friends on this question. 我们发现在这个问题上我们与我们的朋友立场相反。
- He is standing in the middle of the classroom. 他正站在教室中间。
- Herein lies the keys to the questions. 里面包含着问题的答案。
- The boy slid out of the classroom. 那个男孩子偷偷溜出教室。
