六级阅读应试技巧(2)

4. Inference question
Inference questions are the question type designed to test reader’s ability to make inference about the information presented in a text.
College reading matter usually falls in between these two extremes. The extent to which an author implies, hints, or suggests depends partly on the subject matter. An introductory chemistry text usually contains a straightforward presentation of information. But readings in the social sciences and literature allow the reader more room for interpretation.
Inference in some ways is like a guessing game but not a wild guessing game. You must look carefully at the facts and details in the reading. We have to build upon with our own knowledge and experience to understand these details. Because information is not always stated in exact terms, we must supply our own information from details or ideas that are only suggested by the writer. We can’t always be certain that the inferences that we make are absolutely right. But if we follow hunches based on evidence and reasonable judgments, we can be fairly sure about some things even if they are only hinted at.

The typical question forms are:
Which of the following/what can be inferred from the passage?
It can be inferred from the passage that…
The author implies that…
Which of the following does the passage imply?
The author suggests that…
It is probable that…
It may be concluded from the passage that…
The passage implies, but does not directly state that…
What would the next paragraph probably discuss?
…

Building inference skills
(1) Try to read beyond the words. Fill in details and information based on the writer’s suggestions.
(2) Ask yourself questions about your reading. For example, you might have asked yourself what was special or surprising about the story. It can help you put together the details to make inferences.
(3) If a writer describes a person, try to understand the person from how she moves, what she says, what she looks like. You can infer things about character from the way a person behaves. Try to build a picture of the person in your mind; base your picture on the writer’s description of action and appearance.

(4) If you can’t easily answer a question about what you have read, remember to use inference skills. Return to the reading looking for clues that will help you figure out the answer.

Example:
After lunch Diane took her bike and sneaked quietly into the yard. She moved carefully to the plot of soil under the oak in back of the house as she checked to see that nobody watched her. She leaned her bicycle against the tree and bent down. All around dark clouds rumbled noisily in the sky; a streak of yellow zigzagged far away, and she trembled. Digging swiftly in the hot earth, she made a small hole and quickly took a crushed ten-dollar bill from her pocket. After she slipped the money into the ground and covered it, she breathed deeply and smiled. She was glad that was over! Now no one would find it or know how she got it. Certainly it would be there later when she wanted it.

(1) Diane is probably
a child nine or ten years old B. a young mother C. a child three or four years old
(2) About the money, Diane probably
A. got it as a gift from her father B. earned it C. got it in a suspicious way
(3) This event probably took place
A. on a snowy winter afternoon B. before a summer rainstorm C. one night during Easter
(3) After she hides the money, Diane feels
A. very guilty and sorry B. relieved C. worried that someone saw her
You know Diane was a nine- or ten-year-old child from her actions and thoughts, which were too advanced for her to be three or four. Further, a young mother would generally not bury money in the ground. The choice a is correct for question 1.
Because she sneaked into the yard and because she looked to see if anybody watched her, you infer that Dine has done something wrong. When she thinks that no one will know how she got the money, we guess that she received it in a suspicious way. The choice c is correct for question 2.
The noisy clouds and the streak of yellow – thunder and lightning, surely – suggest that a storm is coming. Hot earth suggests the summer. Besides, Diane goes out after lunch, so the scene is not a nighttime one. The choice b is correct for question 3.

We can infer from Diane’s deep breath and from the statement “she was glad that was over” that she is relieved after she hides the money. The choice b is correct for question 4. [11]

5. Vocabulary-in-context questions
When we are taking part in CET—6, it’s unrealistic to look up unfamiliar word we come across in examination paper. In fact, in order to make meanings clearer, good writers often provide context clues for readers. So one of the most important reading skills for English learners to master is the ability to find the meaning of words by using context clue.
Context clues can help you figure out what unfamiliar words mean. Using context clues will help you in three ways:
(1) It will save you time when reading. You will not have to stop to look up words in the dictionary. (Of course, you won’t always be able to understand a word from its context, so you should always have a dictionary nearby as you read.)
(2) After you figure out the meaning of the same word more than once through its context, it may become a part of your working vocabulary. You will therefore add to your vocabulary simply by reading thoughtfully.
(3) You will get a good sense of how a word is actually used, including its shades of meaning. [12]

Type of context clues
There are four common types of context clues:
(1) Examples
(2) Synonyms
(3) Antonyms
(4) General sense of the Sentence or Passage
Each of these clues will be explained in this chapter. Sentences will be provided to help you understand how each type of clue works. In addition practice exercises will help you recognize and use context clues and add new words to your vocabulary. [13]

5.1 Examples
An unfamiliar word may be followed by examples that reveal what the word means. The examples often follow signal words: for example, including, for instance, such as, like, e.g. (which means “for example”), and others.
To see how this type of clue works, read the sentences below. A difficult or unfamiliar word is in italics. Examples then follow and serve as context clues. The examples are in boldfaced type and follow signal words such as those above. The examples will help you to figure out the meanings of the words in italics. Circle the letter of the meaning of each word in italics. Then read the explanations that follow. [14]

(1) There are several common gambits used in singles bars, such as “What sign are you?” “How do you like this place?” and “You remind me of someone.”
Gambits means:
A, questions B, conversation starters C, steps
(2) In biology class today, the instructor discussed such anomalies as creatures with two heads or webbed toes.
Anomalies means
A, groups B, illnesses C, abnormalities
In the first sentence, the examples given of gambits － “What sign are you?” “How do you like this place?” – may have helped you to guess that gambits are conversation starters. In the second sentence strange things mentioned are clues to the meaning of anomalies, which is “abnormalities.”

5.2 Synonyms
Synonyms are words that mean the same or almost the same as another word. For examples, the words watch, look, see, and observe are synonyms － they all mean about the same thing.
A synonym may appear anywhere in a passage to provide the same meaning as the unknown word. In each of the following items, the word to be defined is italicized. Underline the synonym for the italicized word in each sentence. [15]
(1) Some people hate to admit an error. My boss, for instance, will never concede that he might be wrong.
(2) The belief that you can drink and then drive sagely is a fallacy: unfortunately, many people hold that false belief.
You should have underlined “admit” as a synonym for concede, “fallacy” as a synonym for false.

5.3 Antonyms
Antonyms are words with opposite meanings. For example, summer is the opposite of winter, and soft is the opposite of hard. Antonyms serve as context clues by providing the opposite meaning of an unfamiliar word. Antonyms are often signaled by words such as unlike, but, however, instead of, in contrast, or on the other hand.
In each sentence below, underline the word that means the opposite of the italicized word. Then circle the letter of the meaning of the italicized word. [16]
(1) In formal communication, be sure to avoid ambiguous language. Clear language prevents misinterpretation.

Ambiguous means
A, wordy B, ineffective C, unclear
(2) While houses and antiques often increase in value, most things, such as cars and TV’s depreciate.
Depreciate means
A, remain useful B, lose value C, break
In the first sentence, ambiguous is the opposite of “clear”, ambiguous means “unclear”. In the second sentence, the opposite of depreciate is “increase”, depreciate means lose value.

5.4 General sense of the sentence or passage
Often, the context of a new word contains no examples, synonyms, or anonyms. Then how can you figure out the correct meaning of the word? What you must do is read carefully, use your own experience with the situation being described, and look for helpful general clues.
In each sentence below, look for general clues to the meaning of the word in italics. Then circle the letter of your choice. Finally, read the explanations that follow. [17]
(1) The car wash we organized to raise funds was a fiasco － it rained all day. (How successful would a car wash be on a rainy day?)
Fiasco means
A, great financial success B, welcome surprise C, complete disaster
(2) As a consequence of his bad report card, my brother could not watch TV until his teachers said he was improving.
Consequence means
A, right B, result C, chance
The first sentence provides enough evidence for you to guess that Fiasco means a “complete disaster”. Consequence in the second sentence means “result”.

6. Attitude and tone questions
Some typical question forms for attitude and tone are:
According to the author ___?
The author’s attitude towards…is ___?
The author thinks (believes, suggests, argues…) that ___?
The tone of the passage can be best described as ___?
What is the tone/mood of the passage?

In addition to question types mentioned above, reading comprehension in CET-6 may also test-takers’ awareness of an author’s attitude and tone.
Just as a speaker’s tone of voice tells how the speaker feels, so does a writer convey a tone or feeling, through his or her writing? However, much of the time, an author doesn’t directly state his attitude or tone. As we have done when we have made other inferences, we must carefully combine what the author says directly with the author’s clues and our own knowledge to narrowly define the author’s tone- e.g. decide whether the tone is funny, witty or comical.

General types of tone
General Description of Tone Similar Types of Tone
straightforward Objectives, without bias Honest, objective, fair
ironic Means opposite of what it says Contradictory, paradoxical
serious Very thoughtful and sincere Solemn, dignified
humorous Intended to be enjoyable Funny, joking, amusing, comical
emotional Subjective: with strong feeling Passionate, sympathetic, fervent
positive Confident and up-beat attitude Optimistic, enthusiastic, hopeful
negative Skeptical and gloomy attitude Cynical, angry, grim, pessimistic
sarcastic Witty, biting humor Satire, mockery, acerbic
[18]
In these questions, we must pay more attention to the words and details the author chooses to use or chooses to leave out.
It’s useful to use these clues and our own knowledge to infer the author’s tone.

Example:
(1) No one says that nuclear power is risk free. There are risks involved in all methods of producing energy. However the scientific evidence is clear and obvious. Nuclear power is at least as safe as any other means used to generate electricity.
The tone of this statement seems logical and persuasive.
Words: scientific evidence, clear and obvious, at least, as safe as

(2) The condition of our city streets is outrageous. The sidewalks are littered with paper and other garbage－ you could trip while walking to the tore. The streets themselves are in even worse condition. Deep potholes and crumbling curbs make it unsafe to drive. Where are our city tax dollars going if not to correct these problems?
The author of this statement is angry and disturbed.
Words: outrageous, littered, unsafe, problems
(3) I am a tired American; I am tired of watching criminals walk free while they wait for their day in court. I’m tired of hearing about victims getting as much as or more hassle than criminals. I’m tired of reading about courts of law that even accept a lawsuit in which a criminal sues his or her intended victim.
The author of this statement seems disgusted with the legal system.
Words: tired, victims, hassle

(4) Cross-country skis have heel plates of different shapes and materials. They may be made of metal, plastic, or rubber. Be sure that they are faced on the ski right where the heel of our boot will fall. They will keep snow from collecting under your foot and offer some stability.
This statement is intended to be instructive.
Words: different shapes and material, be sure that on the ski right where

(5) We in the United States have made great progress in lowering our birth rates. But now, because we have been responsible, it seems to some that we have a great surplus. There is, indeed, waste that should be eliminated, but there is not as much fat in our system as most people think. Yet we are being asked to share our resources with the hungry peoples of the world. But why should we share! The nations having the greatest needs are those that have been the least responsible in cutting down on births. Famine is one of nature’s ways of telling profligate peoples that they have been irresponsible in their breeding habits.
The tone of this statement is coldly logical and impersonal.
Words: there is, indeed, waste, why should we, greatest, needs, least responsible, one of nature’s way.

7. Conclusion
This paper is pided into five parts according to the question types of CET-6 reading comprehension. Every part offers some practical, effective reading techniques for college or university students and for those who will take part in the examination of CET-6. The purpose of this paper is to help those English learners develop their reading skill (especially the improvement of both their reading speed and comprehension) in a relatively short period of time. Of course, there are some other useful skills, but I am sure if the students can master these skills, they will not worry about CET-6.

Bibliography
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[14] 同[13] P148
[15] 同[13] P151
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