This is reading for deeper understanding, 25 a thoughtful look at what lies beneath the surface.
答案：(D) taking
現在分詞 taking 引導分詞片語，補充說明「深度閱讀」這件事的具體內涵（用心觀察表面之下的東西），是對前面 reading 的同位補述。take（原形）、takes（限定動詞，句子已有主要動詞 is）、to take（不定詞語意不合）都不符合這個補述結構。
四個選項是同一個字 take 的四種形態，你會直覺開始找主詞、判主動被動。
先看逗號前面：This is reading for deeper understanding 已經是一個完整的句子，主詞 This、動詞 is 都在。逗號後面不能再放一個限定動詞，所以 take 與 takes 先出局。剩下 to take 與 taking，再看它與前面那一句的關係：後半 ______ a thoughtful look at what lies beneath the surface（______仔細看一眼表面底下的東西）不是在講「為了」做什麼，而是把前面那句話換一種說法再講一次——為了更深的理解而讀，就是仔細看表面底下有什麼。這種補充說明用現在分詞，所以填 taking。填進去讀成 This is reading for deeper understanding, taking a thoughtful look at what lies beneath the surface。順帶留意 what lies beneath the surface 這一串：what 自己帶著先行詞，等於 the thing that lies beneath the surface（藏在表面底下的那個東西），這是 what 最常見的用法。
take 與 takes 都是限定動詞，前面沒有連接詞就接不上一個完整的句子；to take 表目的，但這一句不是在講讀的目的，而是在解釋前一句的意思。
分詞構句（補充說明前面整句話）、what 等於 the thing that（……的東西，自己帶著先行詞）、take a look at（看一眼）、lie beneath the surface（藏在表面之下）、identify with（認同、與……感同身受）、implication（言外之意）。
Children's encounters with poetry should include three types of response—enjoyment, exploration, and deepening understanding. These do not occur always as 21 steps but may happen simultaneously.
Certainly, children must start with enjoyment 22 their interest in poetry dies. But if from the beginning they find delight in the poems they hear or read, they are ready and eager to 23 further—more books and more poems of different sorts.
Even the youngest children can learn to see implications 24 the obvious. To read for hidden meanings is to identify with the poet, to ask the poet's questions. This is reading for deeper understanding, 25 a thoughtful look at what lies beneath the surface. Enjoyment, exploration, and deeper understanding must all be part of children's experience with poetry if we are to help them to love it.