(1) Nuttall suggests that we can classify questions according to the kind of information that they require students to get from the texts, or the kind of thinking that we wish students to engage in. She lists five types:

① Questions of literal comprehension. These are questions whose answers are directly and explicitly expressed in the text. Usually they can be answered in the words of the text itself.

② Questions involving reorganization or reinterpretation. These questions require students to obtain literal information from various parts of the text and put it together in a new way or reinterpret it.

③ Questions for inferences. This type of questions requires students to consider what is implied but not explicitly stated.

④ Questions for evaluation or appreciation. These are the most sophisticated questions which involve making judgment about what the writer is trying to do and how successful he/she is in achieving his/her purpose. It may also involve the reader in making judgments about whether the writer's bias or dishonesty in delivering his /her massage.

⑤ Questions for personal response. The answers to these questions depend most on the reader's reaction to the content of the text rather than the writer's such as Type 4 questions.

(2) Here are some tips for making questioning more effective:
① Questions should be closely linked to the learning objectives in the lesson;
② Questions should be staged so that the level of challenge increases as the lesson proceeds;
③ There should be a balance between closed and open, lower-order and higher-order questions；
④ Walt time is important to allow students to think through their answers;
⑤ Students should be provided opportunities to ask their own questions and seek their own answers;
⑥ A secure and relaxed atmosphere of trust is needed and students' opinions and ideas are valued.