高中一年级 · 阅读系列
Lesson 60 · The Sentence I Can Now Read
文体：阅读反思 · 朗读音轨 60
先听一遍
听听主人公为什么认识句中每个词，仍停下来思考整句话。
展开英文短文，再悬停查词
On the wall outside the library, I found a sentence from a student exhibition: “A source is useful only when we understand which question it can answer.” I knew every word, yet I stopped to think about what the sentence meant.
I remembered the number about online textbooks that came from one company's customers. I remembered a satellite image of a river taken after heavy rain. I remembered the library guide that seemed complete until visitors tried to use it. Each source had helped, but each had limits.
Last year, I might have translated the sentence word by word and moved on. Now I could connect it to people, places, and decisions. I did not need to agree that the sentence covered every situation. I could ask when it was helpful and what else I would need to know.
The words had not changed. My way of reading them had. One sentence had become a door to questions I wanted to keep asking.
读懂了什么？
读完后，试着用一句话说出本文的主要意思，并从原文找出支持它的一句话。
查看中文译文
图书馆外墙上，我读到学生展览中的一句话：‘只有弄清一份资料能回答什么问题，它才有用。’每个词我都认识，却还是停下来想了想整句话的意思。
我想起一个关于电子课本使用人数的数字，它只来自一家公司的客户；想起一张暴雨后拍摄的河流卫星照片；也想起一份看似完整、直到访客试用才暴露问题的图书馆导览。每份资料都帮过忙，也各有局限。
如果在去年，我或许会逐词翻译这句话，然后继续往前走。现在，我能把它与人物、地点和决定联系起来。我不必认定它适用于所有情形；我可以追问它在什么时候有帮助，还需要知道什么。
词没有变，变的是我阅读它们的方式。短短一句话，成了通向更多问题的一扇门；这些问题，我还想继续追问。
本课重点词语
以下是本课重点词语的中文讲解；英文正文中有虚线的单词可悬停查看词义和发音。
- source
- 资料来源；需要判断能回答什么。
- only when
- 只有在……时；句子的条件关系。
- answer a question
- 回答问题；衡量资料是否有用。
- exhibition
- 展览；句子出现在学生作品中。
- satellite image
- 卫星照片；河流影像有拍摄背景。
- seem complete
- 看似完整；导览经试用才发现不足。
- limit
- 局限；每份资料都有适用范围。
- word by word
- 逐词；从前的阅读方式。
- cover
- 涵盖；一句话未必适合所有情形。
- become a door to
- 成为通往……的门；比喻引出更多问题。
背景知识
阅读理解不止是认识单词，还要把句子放进具体证据和使用情境。主人公回顾本册出现的统计数字、卫星照片与导览，理解资料的用途和局限。